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June 7, 2020
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June 30, 2019
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Abstract

The main objective set to the paper is to investigate the most significant factors which ought to be taken into account while teaching third agers. The findings of a study conducted among the English philology students clearly show that the knowledge of senior students’ needs is of pivotal importance, and the success of educational process is based on conscious adaptation of teaching styles. As evidenced in the study, a supportive atmosphere not only helps seniors be more willing to communicate in English, but it also fosters motivation to cooperate actively in different patterns of interaction. What should also be emphasised here is that topics need to be selected precisely to match seniors’ interests, and the choice of vocabulary is to be limited to the functional one. In a similar vein, didactic materials as well as the teacher’s quality of voice emission must be adapted to potential disorders of hearing or sight since third agers require far more time to process and comprehend foreign language input. In the actual teaching practice, it seems fairly evident that a slower pace of the lesson and clear instructions have a tremendous influence on maintaining a good rapport with senior citizens.

Keywords

seniorzy nauczanie języka angielskiego ocena samoocena senior learners English teaching evaluation self-evaluation

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How to Cite
Borkowska, A. (2019). Evaluation and Self-Evaluation of the Senior Learners? Teaching Process. INSTED: Interdisciplinary Studies in Education & Society, 22(2(86), 94–105. Retrieved from https://insted-tce.pl/ojs/index.php/tce/article/view/99
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