Throughout this thesis, extensive literature research aims at answering the question of what benefits teaching language construction processes can bring to teaching English as a foreign language. As a more practical part, a curriculum is developed based on insights from the literature and the Saxon state curriculum as a framework for all teaching in Saxon state schools. After the presentation of the curriculum, this thesis discusses its content and the theoretical background, justifies the decisions in its development gives an honest overview of its advantages and challenges. In the conclusion, a presentation of limitations and implications completes the thesis.
Language construction describes the intentional development of a language. Even though this is often used for fictional works or linguistic experiments, the processes of language construction could also be used for natural languages. Not only does language construction require and foster the ability to reflect on language, meaning metalinguistic awareness; but it leads learners to an active engagement with the language. Learners would be given the toolset of metalinguistic awareness as an approach to all languages and language features they encounter.
Table of Contents
1. Introduction
2. Literature Review & Analysis
2.1 Theory
2.1.1 Second Language Acquisition
2.1.1.1 Definition
2.1.1.2 Explicit vs Implicit Knowledge
2.1.1.3 Emerging Adulthood and Andragogy
2.1.2 Language Teaching
2.1.2.1 Contextual Factors
2.1.2.2 Syllabus & Lesson Design
2.1.2.3 Teaching Language
2.2 Linguistic Concepts
2.2.1 Language Systems
2.2.2 Metalinguistic Awareness
2.2.3 Constructed Languages
2.2.3.1 Overview
2.2.3.2 Language Construction Processes
2.2.3.3 Language Construction in Teaching
3. Methodology & Results
3.1 Methodology
3.2 Curriculum Presentation
3.3 Discussion & Analysis
4. Conclusion
4.1 Limitations
4.2 Implications
Objectives and Scope
The primary objective of this thesis is to explore the benefits of integrating language construction processes into the EFL (English as a Foreign Language) curriculum for advanced secondary students in Saxony. It investigates how intentional language development can foster metalinguistic awareness and bridge the gap between explicit linguistic knowledge and implicit performance.
- Theoretical exploration of explicit vs. implicit knowledge in L2 acquisition.
- Application of andragogical principles to the target age group (16–19 years).
- Development of a dual-track curriculum integrating Language Construction and standard "Lernbereich" content.
- Validation of language construction as a tool for creating student ownership of English.
Excerpt from the Book
2.2.3.1 Overview
The first question needing to be answered is what constructed languages are. For this purpose, the two components of the term will be examined more closely. The first component is the word ‘construct’, which in the English language, is defined as “to make or form by combining or arranging parts or elements” (Merriam-Webster, n.d.). Hence, constructing something must be actively pursued, meaning that with this action an indispensable intention of the agent is implied. It can furthermore be established that something constructed is unnatural and that there is no random occurrence of it. Therefore, the contrast between natural and constructed languages becomes obvious – constructed languages do not exist in natural reality but have instead been actively and intentionally put together. This feature of constructed languages also creates the connection to the metalinguistic awareness that was previously discussed, because the creator of a constructed language must be aware of the systems and structures underlying the concept of language itself.
Summary of Chapters
1. Introduction: This chapter highlights the significance of English proficiency in modern society and introduces the research questions regarding the integration of language construction into the Saxon curriculum.
2. Literature Review & Analysis: This section establishes the theoretical framework, covering second language acquisition, the interface of explicit and implicit knowledge, adult education principles, and the concepts of language systems and constructed languages.
3. Methodology & Results: This chapter outlines the design of the twofold curriculum (Language Construction and Lernbereich), presents the structured lesson plans, and analyzes the pedagogical implications of this dual-track approach.
4. Conclusion: The research questions are addressed by summarizing the benefits of language construction for linguistic reflection and analyzing the limitations regarding the implementation within the rigid structure of the Saxon state education system.
Keywords
Language Construction, EFL Teaching, Second Language Acquisition, Explicit Knowledge, Implicit Knowledge, Metalinguistic Awareness, Saxon Curriculum, Syllabus Design, Andragogy, Constructed Languages, Language Learning, Curriculum Development, Secondary Education, Linguistic Proficiency, Language Systems
Frequently Asked Questions
What is the core focus of this Master Thesis?
The thesis explores how intentional language construction processes can be utilized as a pedagogical tool to enhance English as a Foreign Language (EFL) instruction for advanced secondary students in Saxony.
What are the central thematic fields?
The work combines theories of Second Language Acquisition (SLA), specifically the interface between explicit and implicit knowledge, with the unique field of language construction ("conlanging") and the predefined learning areas of the Saxon state curriculum.
What is the primary objective of this research?
The primary goal is to determine the pedagogical benefits of language construction and to develop a practical, dual-track curriculum that aligns these processes with state-mandated educational requirements.
Which scientific methods are applied?
The thesis utilizes a general theoretical and qualitative approach. It reviews existing literature on SLA, linguistics, and syllabus design, and subsequently develops a hypothetical, structured curriculum based on these theoretical findings.
What topics are covered in the main section?
The main section covers the theoretical foundations of language teaching, the definition of linguistic concepts, a detailed analysis of language construction processes as found in professional and hobbyist literature, and the presentation of a complete two-year curriculum.
What keywords define this work?
Central keywords include Language Construction, EFL Teaching, Explicit vs. Implicit Knowledge, Metalinguistic Awareness, and Saxon Curriculum.
How does "Language Construction" relate to "Language Planning"?
The author distinguishes clearly between the two: while language construction involves the intentional, technical development of a language system, language planning refers to government-led actions to impose policies on national languages and educational frameworks.
Why is "Metalinguistic Awareness" considered a prerequisite in this thesis?
The author argues that to create an artificial language, a learner must be able to distance themselves from speech to reflect upon and manipulate structures; thus, metalinguistic awareness is treated as a necessary foundation for the construction process.
- Quote paper
- Katharina Maschke (Author), 2021, EFL Teaching in Saxon Secondary Education. Language Construction and Foreign Language Teaching, Munich, GRIN Verlag, https://www.grin.com/document/1331700
