Affective Limitations in Second Language Acquisition by Spanish Adult Learners in Vocational Training Programs

Autor/in	Bernal Castañeda, Sergio
Titel	Affective Limitations in Second Language Acquisition by Spanish Adult Learners in Vocational Training Programs
Quelle	In: Latin American Journal of Content and Language Integrated Learning, 10 (2017) 1, S.133-160 (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Bernal Castañeda, Sergio)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2011-6721
Schlagwörter	Second Language Learning; English (Second Language); Second Language Instruction; Oral Language; Vocational Education; Adult Students; Teaching Methods; Foreign Countries; Qualitative Research; Semi Structured Interviews; Barriers; Affective Behavior; Anxiety; Age Differences; Language Skills; Case Studies; Spain + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Oral interpretation; Mündlicher Sprachgebrauch; Ausbildung; Berufsbildung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Qualitative Forschung; Affective disturbance; Active behaviour; Affektive Störung; Angst; Age; Difference; Age difference; Altersunterschied; Language skill; Sprachkompetenz; Case study; Fallstudie; Case Study; Spanien
Abstract	This article aims to show and explain the growing motivational, personal or affective difficulties that unemployed adult learners are currently facing in the English subject when they decide to retake their education in age-diverse Vocational Training Programs in the Spanish educational system. The results presented in this article are based on a multiple case qualitative study research directed in two different areas. The participants were vocational training teachers who participated in a semi-structured interview. They confirmed the increasing level of frustration and dropout rate that Spanish adult students are experiencing in the L2 subject of these programs, mostly due to their oral and comprehension skills. The results of this article show the numerous obstacles of adaptation to the L2 contents and methodologies that adult learners face; generally because they are surrounded by adolescent or younger classmates who have more experience in the foreign language and a wider linguistic knowledge. It is further explained how this age heterogeneity in the English classroom leads to difficulties in the linguistic acquisition, lack of adaptation to current L2 teaching methodologies and lack of inclusion in the rest of the group, due to motivational limitations derived from fear of ridicule, self-imposed affective barriers and anxiety in the English classroom. (As Provided).
Anmerkungen	Universidad de La Sabana. Campus del Puente del Común, Km. 7, Autopista Norte de Bogotá. Chía, Cundinamarca, Colombia. Tel: +57-1-861-5555 Ext 41011; e-mail: laclil@unisabana.edu.co; Web site: http://laclil.unisabana.edu.co/index.php/LACLIL/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01