The discussion on learning needs can be elaborated in the context of foreign language acquisition. What needs do the adult learners have when they are exposed to foreign language learning instruction? The term ‘needs’ should be further analyzed under this perspective. While specific needs motivate adult learners to initiate participation in learning programs additional needs may emerge during the course of participation in an educational offering. These can be categorized in capacity-related needs, namely the force dynamics towards participation, and functional or operational needs that directly influence the level of achievement of educational goals.
Although different groups of adult learners have different language needs, the ability to communicate effectively using a vehicular language is a need in common. Capacity-related needs include: the ability for professional cross-border collaboration, development of basic language competence, understanding others when they speak, understanding overall meaning of written texts, familiarization with different communicative norms, and effective communication in international settings and different cultural contexts.
Regarding functional/operational needs, as mentioned above, adult learners need adult-appropriate content, educational resources, and learning tasks that are in line with their needs and interests and allow them to build upon existing knowledge and experiences. Content and resources should be linguistically and culturally sensitive and focus on specific needs and interests of adult learners. Audio-visual material also helps engagement in tasks related to the rules and norms of a foreign language. Access to digital communities offers opportunities and mechanisms for learning a foreign language through the exposure to authentic context.
Regarding learning styles, adult learners’ exposure to language learning may be more effective through learning processes that are based on discussion, role playing, brainstorming, case studies, simulations, problem-based tasks, educational visits, and other learning pathways that allows them to take an active role.
