Cognitive and Socioaffective Predictors of L2 Microdevelopment in Late Adulthood: A Longitudinal Intervention Study

Autor/inn/en	Kliesch, Maria; Pfenninger, Simone E.
Titel	Cognitive and Socioaffective Predictors of L2 Microdevelopment in Late Adulthood: A Longitudinal Intervention Study
Quelle	In: Modern Language Journal, 105 (2021) 1, S.237-266 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kliesch, Maria) ORCID (Pfenninger, Simone E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/modl.12696
Schlagwörter	Schemata (Cognition); German; Second Language Learning; Second Language Instruction; Age Differences; Language Proficiency; Aging (Individuals); Older Adults; Computer Assisted Instruction; Cognitive Ability; Individual Differences; Spanish; Measures (Individuals); Systems Approach; Blended Learning; Teaching Methods; Affective Behavior + Suchen Sie Ihr Suchwort? Cognition; Schema; Kognition; Deutscher; Zweitsprachenerwerb; Fremdsprachenunterricht; Age; Difference; Age difference; Altersunterschied; Language skill; Language skills; Sprachkompetenz; Aging; Altern; Älterer Erwachsener; Computer based training; Computerunterstützter Unterricht; Denkfähigkeit; Individueller Unterschied; Spanisch; Messdaten; Systemischer Ansatz; Teaching method; Lehrmethode; Unterrichtsmethode; Affective disturbance; Active behaviour; Affektive Störung
Abstract	The question of cognition in second language (L2) acquisition later in life is of importance inasmuch as L2 learning is largely mediated by domain-general cognitive capacities. While a number of these capacities have been shown to decline with age, individual differences in cognition increase over the lifespan. This microdevelopment study investigates the L2 trajectories of 28 older German-speaking adults (age 64+) who participated in a combined computer-assisted and classroom-instructed 7-month Spanish training for beginners. We made use of generalized additive mixed models (GAMMs) to quantify linear and nonlinear learner trajectories as well as any predictors thereof. Participants were assessed on a range of behavioral, L2, socioaffective, and background variables. We found a significant (linear and nonlinear) increase across all measures of L2 proficiency. Between-subject cognitive, socioaffective, and background variables significantly predicted the overall level of L2 proficiency as well as developmental patterns over time. Daily variances in cognitive performance and socioaffect had little impact on fluctuations in L2 performance. Findings are discussed against the backdrop of complex dynamic systems theory and highlight the necessity for dense longitudinal research designs to capture nonlinearity in third-age L2 learning. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01