In Chapter 3, we discussed the interface of vocabulary-learning strategy (VLS) use and experience among older learners of an FL. The analysis suggested that older learners' use of VLSs is mediated by their learning experiences. Older learners are categorized into several profiles according to their trajectories and orientations. These profiles then condition these individuals' interactions with the variables that participate in VLS attempts.

The methodological implications of these ideas are extremely relevant and transcend VLS use. The statistical analysis in this work indicated the need to provide older learners with an environment wherein they may discover and understand their learning profile. Older learners need to know the potential effects that their learning experiences have on their learning process. Consequently, and based on the principles of critical foreign language geragogy (CFLG; Ramírez Gómez, 2016), in this chapter I present the notion of learner re-training, an instruction mechanism aimed at framing the creation of FL lessons and courses for older adults.

As previously mentioned, many older learners exhibit self-defeating preconceptions of their learning abilities, probably influenced by generally held notions regarding old age (cf. Andrew, 2012; Ramírez Gómez, 2014). These preconceptions negatively affect their attitudes in the classroom and in independent study, as well as their motivations, expectations and goal setting. The interaction between age and FL learning is not fixed, and such self-defeating attitudes are not justified in all cases. Consequently, older learners need to critically question and analyze their beliefs, study habits and FL learning abilities, in order to truly understand their personal circumstances, boost their self-esteem and make informed and realistic decisions regarding goal setting.