Researching older adults’ motivation to learn English in the Chinese universities of the third age: An elicited metaphor analysis

Abstract

This paper investigated older adults’ motivation to learn English as a second/foreign language (L2 motivation) in the Chinese Universities of the Third Age using Elicited Metaphor Analysis and semi-structured interviews. Based on the analysis of seven key conceptual metaphors generated from 412 elicited linguistic metaphors and 34 follow-up interviews, key cognitive, emotional and behavioural characteristics of L2 motivation later in life are outlined. It is argued that the quality of the learning experience later in life carries more weight than the learning outcomes. Learners here confirm the need to have fun and pleasure, enjoy positive interactions in the classroom. They receive contentment from accomplishing moderately challenging tasks. Significantly, the learning process enables older learners to cultivate an intimate relationship with the L2 and formulate more specific goals. Chinese older adults tend to demonstrate a high level of resilience by being persistent despite their tiredness in learning; they remain patient with their progress and achievements, believing that positivity will always emerge after any negative experience. A better understanding of the L2 motivation of older adults can inform teachers to help these learners to fully reap the benefits apparently brought by L2 learning later in life.