Contents

pp v-vi

Contributors

pp vii-xii

Introduction: The Background

pp xiii-xxviii

Part 1 - Foreign Language Learning in theThird Age

pp 1-2

1 - A Developmental Perspective on Third-Age Learning

pp 3-18

2 - Really Late Learners: Some Research Contexts and Some Practical Hints

pp 19-30

3 - The Interactional Challenge: L2 Learning and Use in the Third Age

pp 31-47

4 - Research on Second Language Acquisition in Old Adulthood: What We Have and What We Need

pp 48-75

5 - The Use of Indirect Language Learning Strategies by Third-Age Learners: Insights from a Questionnaire Study

pp 76-90

6 - Balance and Coordination vs Reading Comprehension in L2 in Late Adulthood

pp 91-107

7 - Compensatory Strategies in Senior Foreign Language Students

pp 108-124

Part 2 - Foreign Language Pedagogy in the Third Age

pp 125-126

8 - Student Needs and Expectations Concerning Foreign Language Teachers in Universities of the Third Age

pp 127-144

9 - Identifying the Characteristics of Foreign Language Teachers Who Work with Senior Learners

pp 145-160

10 - Teaching English to Senior Students in the Eyes of Teacher Trainees

pp 161-175

11 - Enhancing Language Awareness in Migrants’ Third Age to Promote Well-Being

pp 176-200

Concluding Comments and a Way Forward

pp 201-208

Index

pp 209-213