Exploring lifelong learning motivational ecologies through the narratives of senior language users

Abstract

[eng] In the context of an ageing and increasingly more independent learning population, a narrative inquiry into the life stories of highly motivated senior language users remains a promising yet relatively unexplored area. The literature review shows there have been no attempts to understand language learning in third age and lifelong motivation in L2 all combined, let alone to theorise around them from an emic and narrative perspective. More particularly, the study of older learners’ life decisions, learning beliefs and motivational predispositions to successful language practice in light of their own timeline, remains an uncharted area.

This doctoral dissertation approaches motivation in foreign language learning as a lifelong individual process that evolves along a narrative continuum, developing over the course of life, personal experiences, choices and events. As such, the study embraces a complexity approach to researching the history of self-constructs and motivational patterns across life. In this thesis, I aimed to investigate the motivational life trajectories of three highly motivated foreign language senior users through their personal self-accounts.

This research reviewed the existing gap in the age-related and lifelong language learning research agenda, and the niche to explore third age language learning in light of the theories of Complex Dynamic Systems (CDST), L2 Motivational Self-System (L2MSS), and Directed Motivational Currents (DMC). As such, I proposed cross- disciplinary connections, locating third age L2 learning experience in the wider spectrum of L2 motivation, lifelong learning and geragogy. The study examined seniors’ L2 commitment across nested time scales and within self-defined intensity,

reflected in the chronological investigation of attractor states, and more particularly DMCs and High Peaks of Motivation (HPMs). Not only did the study aim to assess what generated seniors’ motivation in a situated manner, i.e., in each self-assessed pivotal turning points, but also what sustained it all throughout their lives.

A triangulated and multimodal approach was adopted in order to collect data by means of two semi-structured retrospective interviews with three French senior learners of English aged between 65 and 80 years old, who commonly participated in regular language conversation exchange during coffee meetings in Nice (France). Multiple instruments were used, including photos, email exchanges, phone text messages, books, letters, academic records, questionnaire, and drawings. Their lifelong stories with language learning were recorded in a chronological order, from childhood up to their current practice and learning experience.

Results show that all three learners experienced several cued DMCs and HPMs in language learning across their lives, and through flows of self-integrated and autonomously generated energy and drive. Upon retirement, they incorporated language learning into their daily routine, making language practice as a default trait that was part of their broader sense of self. A hybrid L2 self emerged in later years, drawing from the combination of ought-to, ideal and anti-ought-to selves that prevailed with different degrees of intensity according to life periods. The accumulation of L2 motivational peaks and DMCs not only helped shape an evolutive motivational self system, but also grow a self-directed L2 learning ecology and motivational reservoir that today keep flourishing through the search for sustained wellbeing. The insights that were drawn from the present investigation could hopefully not only debunk folk wisdom related to age-related cognitive decline in additional language learning, but also help optimize foreign language education quality for senior learners through better appreciation and anticipation on the autonomous third age learning experience.

[spa] En el contexto de una población de aprendices que envejece y que es cada vez más independiente, el análisis narrativo sobre las vidas de gente mayor con un alto grado de motivación hacia el aprendizaje de lenguas es un área especialmente interesante y, a la vez, poco explorada. Esta tesis doctoral analiza exhaustivamente el desarrollo de la motivación hacia el aprendizaje de idiomas a lo largo de la vida a través de la narración, desde la infancia hasta la madurez. El trabajo adopta la teoría de la complejidad para la investigación del Yo y tiene como propósito final explorar las trayectorias motivacionales de tres aprendices mayores con un alto grado de interés hacia los idiomas, a través de sus propias narraciones.

Esta investigación responde a la falta de estudios sobre el aprendizaje de idiomas a lo largo de la vida, tema que se aborda a la luz de las teorías de Sistemas Dinámicos Complejos L2 (TSDC), el Sistema Motivacional del Yo L2 (SMY), y las Corrientes Motivacionales Dirigidas (CMD). Como tal, se proponen conexiones interdisciplinares y se ubica la experiencia de aprendizaje en la tercera edad en el marco de la motivación hacia la L2, el aprendizaje a lo largo de la vida y la geragogía. En el estudio se examina el compromiso de las personas mayores hacia el aprendizaje L2 a través de escalas de tiempo anidadas y con grados de intensidad autodefinidos. Esto queda reflejado al examinar los estados atractores de forma cronológica, concretamente las CMDs y los picos altos de motivación (PAMs). El estudio no solo tiene como objetivo identificar, de forma contextualizada, el origen de la motivación en personas mayores (es decir, en relación a puntos de inflexión personal), sino que también explora qué es lo que sostuvo esta motivación a lo largo del tiempo.

Finalmente, se espera que las conclusiones de este estudio no sólo desmienten la sabiduría popular relacionada con el deterioro cognitivo en personas mayores, sino que también ayuden a optimizar la calidad de la educación en idiomas extranjeros dirigida a estudiantes de la tercera edad.