RETRIEVAL PRACTICE IN FOREIGN LANGUAGE PEDAGOGY TO SENIORS
RETRIEVAL PRACTICE IN FOREIGN LANGUAGE PEDAGOGY TO SENIORS

Summary/Abstract: Introduction: At the beginning of the 21st century, older adults have become another groupwith special educational needs, not only because of their social and neuropsychological con-ditions, but also because of the growing number of people aged 60+. One of the fields thatresponds to those needs is foreign language geragogy.Research Aim: The aim of the paper is to draw attention to retrieval practice (RP) strategy as anapplicable method in teaching languages to older adults for maintaining their cognitive skillsand to suggest some concrete solutions of the RP implementation in the language education.Method: This study is of a theoretical-conceptual nature. The literature review was conductedin the fields of neurological and psychological characteristics of third-agers, as well as with ref-erence to RP experiences in teaching children and teenagers. Own two-stages research focusedon lecturers’ perspective explored through online surveys and a group interview.Results: The RP strategy is an educational need reported by late L2 learners and their teachers.Due to its proven neurocognitive support of people aged 60+, the strategy is a valuable methodof working with older adults. Results have allowed for proposing an applicable aspect. A fewRP language practice models were offered as a tool facilitating learning, which is a novelty asfor many years it was behind the interests of researchers and practitioners working with third-agers.Conclusion: The RP strategy is a technique worthy of attention because of the goals accom-panying language learning in older age, such as cognitive development, supporting memory processes and maintaining social contacts. The use of RP strategies in language exercises allowsto diversify the process of language education in a way that is adequate to the late L2 learners’potential. All of these factors are undoubtedly crucial in the context of seniors’ well-being. Thisallows us to conclude that the benefits of language learning can have a holistic dimension forolder adults, as long as the learning is carried out using appropriate methods.

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