The issues on adults‘ motivation discussed in scientific discource are not prolific. They and related problems have been studied by Viliūnas (1990), Boshier (1971), Hatter (1990), Entwistle (1998), Taylor (1982). However, there is a lack of research of adults‘ motivation for learning foreign languages in an informal educational organization. This is the foundation of the research of the master‘s thesis which enables to formulate the problem of the research, emphasizing the search for peculiarities of adults‘ motivation for learning foreign languages, highlighting prevailing motifs, their relations to some demographical sharacteristics of adults when teaching and learning is performed in an informal educational organization. Object of the research – Adults‘ motivation for learning foreign languages. Aim of the research – to analyse the peculiarities of adults‘ motivation for learning foreign languages in an informal educationa organization. Tasks of the research: 1. To carry out a theoretical analysis of learning motivation in order to find out the understanding of learning motivation, types of motivation. 2. To analyse the features of an adult‘s foreign languages learning motivation, pointing out possible learning barriers related with age, education, social status, etc., and highlighting some aspects of adults‘motivation for learning foreign languages (dominant learning motifs, tendencies, difficulties). 3. To study an informal educational organization as one of adults‘... [to full text]

Project (D. Min.)--Trinity Evangelical Divinity School, 1991. / Abstract. Includes bibliographical references (leaves 218-241).

The thesis addresses the topic of motivation of older adults to study at the university level. The first part deals with the topic of adult education within the context of lifelong learning, defines the concept of older adulthood, and clarifies the concept of motivation as it relates to formal education for older adults. It presents an overview of research carried out in the field of older adults as related to university studies. The second part focuses on qualitative research that answers the following questions: what motivates older adults to study at the university level; how do they describe the motivating factors and other relevant circumstances of their decision to attend university; what criteria do older adults use to assess the benefits of study; and what motivates them to persevere in their studies.