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<br>
Dear Tuula Laitinen,<br><br>
I am Wahida Ferdous from Dhaka, Bangladesh and preparing to study
graduate on <u>Teaching English as a second language</u>. As a student of
Linguistics it is my desire for a long time to work on Applied
Linguistics, specially on <i>Foreign</i> <i>Language learning and
teaching. </i>That's why I am interested to share your research
work.<br><br>
So, would you please inform me that how can I work with you ? Thank you
.<br><br>
Yours sincerely,<br><br>
Miss Wahida Ferdous<br>
Dhaka,<br>
Bangladesh.<br>
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At 01:59 PM 3/13/2006 +0200, Tuula Laitinen wrote:<br>
<blockquote type=cite class=cite cite>Dear all,<br><br>
I am looking for people who share my research interest.<br><br>
Tuula Laitinen<br>
tusila@utu.fi<br>
University of Turku, Finland <br><br>
<br>
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FOREIGN LANGUAGE STUDY AND THE ELDERLY<br><br>
Why do they study how should they be taught?<br><br>
<br>
The study of foreign languages by elderly people remains scarcely
researched while its importance in our western, rapidly aging education
societies is growing. In my research “elderly” is defined as old-age
pensioners: it is essential that the foreign languages are not studied
for the competence needs of working life. One of my research problems, in
fact, is the meanings the elderly themselves give to their language
studies. If the significance of the study and language class activity is
constructed differently from younger age groups, the elements of good
language teaching may be differently emphasized, as well. My main
question is: What should the language teaching of the elderly be like in
order to meet their needs and wishes? <br><br>
Foreign language studying and learning involves identity in a
multi-faceted way. To begin with, the cultural identity of an individual
will be challenged and possibly reshaped. In my research I aim to clarify
whether and how language study and cultural identity are interrelated in
later age and how language study possibly affects the world view of
elderly people. Secondly, an individual has an identity as a language
learner. Language learner identity is gradually constructed by
experiences, especially through the feedback of significant persons.
Elderly language learners are often pronouncedly self-critical,
especially in oral skills. So, I examine the role of former (language)
learning experiences and the language learner identity in the study of
foreign languages. Thirdly, in language study among the elderly the
general self-esteem aspect of identity is essential: it is an important
matter whether a successful and/or meaningful language study may support
the self-respect a<br>
nd the coping with challenges of everyday life by elderly people. Since a
language with a surrounding culture system is an exceptionally
multifaceted learning target, that potentially activates as much
cognitive as affective and social being, the possibilities of language
study in maintaining functional capacities as well mental as physical
of the elderly deserve to be thoroughly viewed. <br>
<br>
The planned research methods: <br>
- a questionnaire with open questions: about hundred respondents <br>
- theme interviews: about ten interviewees<br>
(- language class observation and discussions with language
teachers).</blockquote></html>