Foreign language learning in the third age is one of the popular activities among the elderly. The question remains as to how to teach a foreign language to older adults properly. The first objective of this review was to identify suitable pedagogical approaches, teaching methods, or strategies for teaching foreign languages to third-age learners. The second objective was to determine whether foreign language learning later in life is beneficial. The authors used a method of literature review to achieve these goals. The former objective was not fully achieved as there is no clear outcome, although some generalizations based on other review studies can be made. Namely, foreign language teaching among the older generation should be student-centred and a communicative method should be implemented with a special focus on talking about familiar topics and listening comprehension to facilitate a senior’s foreign language learning. In addition, the teaching methods ought to incorporate real life experiences and provide relevant content. Respect should also be paid to the fact that older adults have intrinsic rather than extrinsic motivation to learn a foreign language. The latter objective was attained since older people can benefit from learning a foreign language at a later age in many ways, including areas like travelling, social inclusiveness, improvement of cognitive skills, and overall well-being.

中文翻译：

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三岁学习者和语言教学方法

三岁外语学习是老年人的热门活动之一。问题仍然是如何正确地向老年人教授外语。本综述的第一个目标是确定适合的教学方法、教学方法或向三岁学习者教授外语的策略。第二个目标是确定以后学习外语是否有益。作者使用文献综述的方法来实现这些目标。前一个目标没有完全实现，因为没有明确的结果，尽管可以根据其他审查研究做出一些概括。即，老一辈外语教学要以学生为中心，实行交际法，特别注重讲熟悉的话题和听力，促进老年人的外语学习。此外，教学方法应结合现实生活经验并提供相关内容。还应该尊重这样一个事实，即老年人学习外语的动机是内在而非外在的。后一个目标得以实现，因为老年人可以在许多方面受益于晚年学习外语，包括旅行、社会包容、认知技能的提高和整体福祉。教学方法应结合现实生活经验并提供相关内容。还应该尊重这样一个事实，即老年人学习外语的动机是内在而非外在的。后一个目标得以实现，因为老年人可以在许多方面受益于晚年学习外语，包括旅行、社会包容、认知技能的提高和整体福祉。教学方法应结合现实生活经验并提供相关内容。还应该尊重这样一个事实，即老年人学习外语的动机是内在而非外在的。后一个目标得以实现，因为老年人可以在许多方面受益于晚年学习外语，包括旅行、社会包容、认知技能的提高和整体福祉。