Foreign language teaching for social and cognitive activity of older adults: pedagogical aspects

The article discusses the potential of foreign language learning as a means of maintaining social and cognitive activity in senior learners and older adults. It argues that mastering a foreign language in the third age is not only a tool for intellectual growth, but also a mechanism for socialisation, overcoming isolation and maintaining psychological well-being. The theoretical and methodological basis of the study comprises ideas from pedagogy, andragogy, foreign language teaching, second language acquisition, and psychology of learning, as well as a cognitive and communicative approaches to foreign language teaching. Particular attention is paid to heuristic methods and techniques that ensure the effectiveness of older adults’ language learning. These methods contribute to the activation of cognitive processes, the development of communication skills, the reduction of anxiety and the increase of intrinsic motivation among third-age language learners It should be noted that these methods also imply social significance, as they create a favourable environment for overcoming age-related isolation, establishing new social connections and strengthening a sense of community among senior learners. The analysis confirms the need to introduce humanistic communicative methods into programmes for third-age learners, allowing mastering a foreign language to be viewed as an important tool for active longevity and social involvement. Thus, the targeted use of foreign language resources opens up new horizons for improving the quality of life of older adults.