The Effects of Language Teaching Pedagogy on Cognitive Functioning in Older Adults
With the field of late-life language learning (LLLL) expanding fast, ample attention has been paid to cognitive benefits ensuing from LLLL. However, these studies have yielded mixed results, which may be partly explained by seniors’ language learning needs not being taken into account, and theoretic...
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-02-01
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| Series: | Behavioral Sciences |
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| Online Access: | https://www.mdpi.com/2076-328X/13/3/199 |
| _version_ | 1797613524256555008 |
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| author | Mara van der Ploeg Wander Lowie Merel Keijzer |
| author_facet | Mara van der Ploeg Wander Lowie Merel Keijzer |
| author_sort | Mara van der Ploeg |
| collection | DOAJ |
| description | With the field of late-life language learning (LLLL) expanding fast, ample attention has been paid to cognitive benefits ensuing from LLLL. However, these studies have yielded mixed results, which may be partly explained by seniors’ language learning needs not being taken into account, and theoretical insights on effective language teaching have not included seniors. In order to link seniors’ language learning needs to possible cognitive benefits, and to expand the second language acquisition literature, 16 Dutch seniors took part in a three-month English course, with or without explicit grammar instruction, to ascertain the effects of more implicit versus more explicit language teaching pedagogies on cognitive flexibility. More specifically, we used linear mixed effects models to determine these methods’ differential effects on attention, working memory, processing and switching speed, inhibition, and shifting and switching abilities, as subdomains of cognitive flexibility, by using a pretest–post-test–retention test design. On the digit span tasks, the explicitly taught group showed significant improvements compared to the implicitly taught group. For Dutch verbal fluency, participants’ performance significantly improved regardless of condition. On the other measures, no differences between the groups were found. Hence, if the goal is to improve seniors’ working memory, then explicit language instruction appears more fruitful than implicit language instruction. |
| first_indexed | 2024-03-11T06:55:58Z |
| format | Article |
| id | doaj.art-e5c4b6f7dd82439098940cbb80730ff5 |
| institution | Directory Open Access Journal |
| issn | 2076-328X |
| language | English |
| last_indexed | 2024-03-11T06:55:58Z |
| publishDate | 2023-02-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Behavioral Sciences |
| spelling | doaj.art-e5c4b6f7dd82439098940cbb80730ff52023-11-17T09:37:26ZengMDPI AGBehavioral Sciences2076-328X2023-02-0113319910.3390/bs13030199The Effects of Language Teaching Pedagogy on Cognitive Functioning in Older AdultsMara van der Ploeg0Wander Lowie1Merel Keijzer2Applied Linguistics Department, University of Groningen, Oude Kijk in ‘t Jatstraat 26, 9712 EK Groningen, The NetherlandsApplied Linguistics Department, University of Groningen, Oude Kijk in ‘t Jatstraat 26, 9712 EK Groningen, The NetherlandsEnglish Linguistics and English as a Second Language (ESL) Department, University of Groningen, Oude Kijk in ‘t Jatstraat 26, 9712 EK Groningen, The NetherlandsWith the field of late-life language learning (LLLL) expanding fast, ample attention has been paid to cognitive benefits ensuing from LLLL. However, these studies have yielded mixed results, which may be partly explained by seniors’ language learning needs not being taken into account, and theoretical insights on effective language teaching have not included seniors. In order to link seniors’ language learning needs to possible cognitive benefits, and to expand the second language acquisition literature, 16 Dutch seniors took part in a three-month English course, with or without explicit grammar instruction, to ascertain the effects of more implicit versus more explicit language teaching pedagogies on cognitive flexibility. More specifically, we used linear mixed effects models to determine these methods’ differential effects on attention, working memory, processing and switching speed, inhibition, and shifting and switching abilities, as subdomains of cognitive flexibility, by using a pretest–post-test–retention test design. On the digit span tasks, the explicitly taught group showed significant improvements compared to the implicitly taught group. For Dutch verbal fluency, participants’ performance significantly improved regardless of condition. On the other measures, no differences between the groups were found. Hence, if the goal is to improve seniors’ working memory, then explicit language instruction appears more fruitful than implicit language instruction.https://www.mdpi.com/2076-328X/13/3/199late-life language learningcognitive flexibilityimplicit/explicit grammar instructionlanguage learning pedagogiesolder adults |
| spellingShingle | Mara van der Ploeg Wander Lowie Merel Keijzer The Effects of Language Teaching Pedagogy on Cognitive Functioning in Older Adults Behavioral Sciences late-life language learning cognitive flexibility implicit/explicit grammar instruction language learning pedagogies older adults |
| title | The Effects of Language Teaching Pedagogy on Cognitive Functioning in Older Adults |
| title_full | The Effects of Language Teaching Pedagogy on Cognitive Functioning in Older Adults |
| title_fullStr | The Effects of Language Teaching Pedagogy on Cognitive Functioning in Older Adults |
| title_full_unstemmed | The Effects of Language Teaching Pedagogy on Cognitive Functioning in Older Adults |
| title_short | The Effects of Language Teaching Pedagogy on Cognitive Functioning in Older Adults |
| title_sort | effects of language teaching pedagogy on cognitive functioning in older adults |
| topic | late-life language learning cognitive flexibility implicit/explicit grammar instruction language learning pedagogies older adults |
| url | https://www.mdpi.com/2076-328X/13/3/199 |
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