While there is a growing body of research on second language acquisition (SLA) in children, adolescents, young and more mature adults, much remains to be explored about how adults in later life learn a new language and how good additional language learning is forthem. Our goal in this article is to survey and evaluate what is known about the linguistic, socio-affective, neurobiological and cognitive underpinnings of the second language (L2) learning process in older individuals, the extent to which L2 acquisition may be seen as contributing to healthy and active ageing, and how these phenomena are to be approached scientifically, methodologically and pedagogically. Our view is that a developmental enterprise as complex as L2 learning in senior adulthood and its effects in later life cannot be explained by a single theory or set of principles. Furthermore, we take it that L2 acquisition in the third age needs to be regarded not just as a goal in itself but as a means of promoting social interaction and integration, and that it is partly through the stimulation of social well-being that its cognitive effects may potentially be observed.

中文翻译：

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对与其他语言和多种语言在晚年生活中的学习、使用和影响有关的研究进行批判性审查

虽然关于儿童、青少年、年轻和更成熟的成年人的第二语言习得 (SLA) 的研究越来越多，但关于成年人如何在以后的生活中学习一门新语言以及额外的语言学习对他们. 我们在本文中的目标是调查和评估对老年人第二语言 (L2) 学习过程的语言、社会情感、神经生物学和认知基础的了解，以及 L2 习得在多大程度上有助于健康和积极的老龄化，以及如何以科学、方法和教学的方式处理这些现象。我们的观点是，像成年后的二语学习及其对晚年生活的影响这样复杂的发展事业不能用单一的理论或一套原则来解释。此外，我们认为第三时代的二语习得不仅需要被视为一个目标，而且是促进社会互动和融合的一种手段，