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Extramural English in Teaching and Learning pp 75–111Cite as

Palgrave Macmillan

Age, Motivation, and Theories of L2 Learning

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Part of the book series: New Language Learning and Teaching Environments ((NLLTE))

Abstract

There are several ways to learn an L2 and different opportunities and conditions for doing so. Learners differ with regard to, for example, aptitude for language learning, willingness to communicate, self-confidence, level of anxiety, and cognitive ability. They also differ with regard to the age at which they start learning the L2, where they live, and the extent to which they are motivated for L2 learning. In this chapter, we address theories in second language acquisition, with an emphasis on those appearing after what has become known as the social turn (Block, 2003) and specific L2 motivation theories. In addition, we discuss teacher empowerment, age effects in L2 learning, and the benefits and drawbacks of starting L2 teaching early. There is also a section on different forms of assessment, and assessment in relation to learner age.

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  1. Karlstad University, Karlstad, Sweden

    Pia Sundqvist

  2. University of Gothenburg, Göteborg, Sweden

    Liss Kerstin Sylvén

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  1. Pia Sundqvist
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Sundqvist, P., Sylvén, L.K. (2016). Age, Motivation, and Theories of L2 Learning. In: Extramural English in Teaching and Learning. New Language Learning and Teaching Environments. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-46048-6_4

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