Aim. This research explores whether a training course on tour guiding in a foreign language designed for senior learners could make the most of their life experience, knowledge, and motivation (Shibuya, 2018, 2019). The article argues that language learning for older adults is to be considered not only from cognitive aspects, but also from emotional and social aspects, since these are malleable and susceptible of being changed by the teaching method and the teacher's skills. Method. We discuss the case of senior Japanese learners of Spanish based on their answers to the questionnaires, class observations and introspective materials. Literature regarding emotional factors such as tolerance to ambiguity is reviewed. Also, we further focus on the social factors including gender divide, a major issue in Japanese society that affects the older generation in particular. Results. We used the Multidimensional Mood State Questionnaire (MDMQ questionnaire, English version of Der Mehrdimensionale Befindlichkeitsfragebogen MDBF; Steyer, Schwenkmezger, Notz, and Eid, 1997) to determine their mood before and after the class 5 times in total. For the purpose of this paper, we introduce 4 learners’ cases (2 female and 2 male learners). Conclusion. A content-based course linked to practical occasions to be a volunteer tour guide seems not simple for the learners and some of them felt ambiguous with regards to the contents; however, independently of their Spanish level, they tried to find simple and alternative ways to manage the conversations or explanations. Some typical cultural and social factors in Japan, learners’ language level, experience, knowledge, and emotional factors seem more important elements for the creation of class atmosphere in this content-based L2 learning.

中文翻译：

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高级二语习得中的情感因素：以日语为母语的人学习西班牙语的案例研究

目标。这项研究探索了为高级学习者设计的外语导游培训课程是否可以充分利用他们的生活经验，知识和动力（涩谷，2018年，2019年）。文章认为，不仅要从认知方面考虑老年人的语言学习，而且还应从情感和社会方面考虑，因为它们具有延展性，并且易受教学方法和教师技能的影响。方法。我们将根据他们对问卷的回答，课堂观察和内省性材料来讨论日语高级日语学习者的情况。文献综述涉及情感因素，例如对歧义的容忍度。此外，我们进一步关注社会因素，包括性别差异，日本社会的一个重大问题，尤其影响到老一辈。结果。我们使用多维情绪状态问卷（MDMQ调查表，英语版本的Der MehrDimensione Befindlichkeitsfragebogen MDBF； Steeer，Schwenkmezger，Notz和Eid，1997年）来确定他们在上课前后的情绪，共5次。出于本文的目的，我们介绍了4个学习者案例（2个女性和2个男性学习者）。结论。与学习者的实际情况相关联的基于内容的课程成为志愿者的导游，对于学习者而言似乎并不简单，其中一些人对内容感到felt昧；但是，无论他们的西班牙语水平如何，他们都试图找到简单且可替代的方式来管理对话或解释。日本一些典型的文化和社会因素，学习者的语言水平，