Language Learning Strategies and the Older Adult Learner

This study investigated the effect of age on seven types of language learning strategies used by 26 older (46-70) and 153 younger (approximately 19-25) adult LDS missionaries learning Spanish as a second language in an intensive eight-week course. In addition, this study also looked at how the types of language learning strategies were affected by gender and language proficiency. The data were analyzed using a multivariate analysis of covariance (MANCOVA), multivariate analyses of variance (MANOVA), univariate analyses of variance, and t-tests. The results showed that the older learners reported using cognitive strategies more often than did the younger learners. The multivariate analysis of covariance (using measures of language proficiency as covariates) revealed a difference in memory strategy use between males and females; however this difference did not appear in a subsequent analysis when the covariates were dropped. The results also show that language proficiency did not affect the types of language learning strategies used by both age groups, and no interactions were found to be statistically significant. Qualitative research findings from strategy interviews showed that the younger adult missionaries reported using a greater variety of all strategy types. The male missionaries reported using a greater variety of all strategy types.

Thesis Author: Holbrook, Landes Robert

Year Completed: 1993

Thesis Chair: Mary Lee Scott