A aquisição de uma segunda língua na idade adulta: influências cognitivas,sociais e emocionais

Abstract

This study has as its theme “Second Language Acquisition in Adulthood: Cognitive and Emotional Influences”. The research investigates how adults acquire a second language and the main challenges faced, examining the role of motivation, more effective teaching methods and cognitive and emotional barriers. It is hypothesized that adults with intrinsic motivation present better results in acquiring a second language and that learner-centered approaches are more effective than traditional methods. The overall objective is to analyze the factors that influence the acquisition of a second language in adults and to propose strategies to improve this process. Specifically, it seeks to identify the challenges faced by adults when learning a new language, to evaluate the impact of intrinsic and extrinsic motivation on learners' performance and to investigate the effectiveness of learner-centered pedagogical approaches. The relevance of this study lies in its potential to contribute to more effective and inclusive pedagogical practices, opening up opportunities for adults in global and competitive contexts. At the academic level, it seeks to fill gaps on the subject, offering a theoretical contribution to the fields of linguistics and education. Personally, the researcher's interest in exploring this topic is related to the experience with language teaching and the perception of the untapped potential in the training of adults as language learners. The authors used were Aleixo (2020); Araújo, Freitas and Silva (2019); Azevedo (2022); Bezerra (2021); Borges (2021); Carvalho (2023); Confortin (2014); Costa Júnior et al. (2023); Dos Reis (2024); Lima and Alves (2011); Lima and Filho (2013); Lin et al. (2021); Marques (2019); Melo (2023); Oliveira (2021); Ostoyke (2023); Pontes (2023); Portela (2007); Rodrigues (2019); Schlindwein and Boa Sorte (2019); Silva, Oliveira and Diedrich (2020); Silva et al. (2024); Sousa, Gomes and Chena (2022); Tavares, Júnior and Souza (2023). Methodologically, the research adopts a qualitative approach, with descriptive and exploratory objectives, through an extensive bibliographic review of publications between 2013 and 2023 in databases such as Scielo, Google Scholar and ERIC. Data collection included the analysis of studies on second language learning by adults, considering factors such as motivation, pedagogical approaches and individual differences. The expected results include the identification of effective pedagogical strategies to make second language learning more accessible and personalized for adults, in addition to contributing to pedagogical practices and educational policies that better meet the needs of adult learners.