This paper was written as part of the teacher training program in the subject English. It is a fictional action research on the topic of chunks and the willingness to communicate of students in the EFL classroom.
Although this study is not conducted, the main research interest is to find out whether teaching chunks in the EFL classroom can lead to an increase of students´ willingness to communicate during a lesson. The focus is on fifth-grade students at a secondary school (Realschule) in Baden-Württemberg, Germany, who are still at the beginning of their foreign language learning process.
Before the study can be discussed, background information is needed to introduce the necessary terminology. In addition, existing research in the area of lexical chunks in foreign language teaching will be presented. A brief explanation of the research context which consists of the hypothesis as well as indicators that will be used in conducting this study, follows. Next, the study design is presented, describing the structure of the study and the teacher's approach, as well as the type of research (qualitative/quantitative/mixed method). The next step includes a more detailed explanation of how the used methods (questionnaires, video-audio observation) were applied and how they were analyzed.Finally, the expected results of the study are presented in the conclusion.
Table of Contents
1. Introduction
2. Background to the study
2.1 Background information on chunks
2.2 Willingness to communicate (WTC)
3. Research context
4. Study design
4.1 Quantitative research
4.2 Qualitative research
4.3 Mixed method
5. Data collection methods
5.1 Questionnaires
5.2 Audio and video observation
6. Data analysis methods
6.1 Analyzing questionnaires
6.2 Analyzing video and audio recordings
7. Conclusion
Research Objectives and Themes
This study investigates the potential impact of teaching lexical chunks on fifth-grade students' willingness to communicate (WTC) within an EFL classroom setting. By bridging the gap between analytical grammar-based instruction and holistic language use, the research aims to determine if a focus on meaningful word sequences can reduce learner anxiety and increase oral participation.
- Theoretical foundation of the lexical approach and chunking.
- Development of students' oral participation and communicative fluency.
- Methodological framework using mixed-method research (quantitative and qualitative).
- Implementation of data collection techniques including questionnaires and video-audio observation.
- Analysis of correlations between classroom instruction and student engagement.
Excerpt from the Book
2.1 Background information on chunks
Before these can be considered, the term lexical chunk (Lewis, 1993) needs to be defined. However, there is no universal definition, as there are several terms that describe the phenomenon (Thornbury, 2019, p. 5). Wray (2000) listed around 50 different terms that describe the same event (p. 465). Some of the labels are pre-fabs, lexical phrases, lexicalized routines, formulas, and prefab utterances, ... (Thornbury & Selivan, 2018, p. 13). Thornbury and Selivan (2018) refer to the term chunk as an ”all-purpose term” (p. 13) for all types of multi-word units and describe the terminology chunk as teacher friendly (p. 13). They define a chunk in terms of its various characteristics and its role in the second language (L2) classroom as follows [...] a frequently recurring, meaningful string of two or more words – either fixed or with variable slots – which can be learned as a single unit, without the need to analyse its elements. Once committed to (long-term) memory, a chunk can be retrieved and used ‘as is’ or with modifications, if necessary, bypassing the need to generate it from individual words and grammatical rules (Thornbury & Selivan, 2018, p. 13).
Summary of Chapters
1. Introduction: Presents the foundational concept that language is primarily composed of chunks and outlines the study's aim to evaluate the impact of this approach on student willingness to communicate.
2. Background to the study: Defines lexical chunks, discusses their importance in language acquisition, and examines the theoretical concept of Willingness to Communicate (WTC).
3. Research context: Establishes the classroom setting and highlights the research question regarding whether teaching chunks improves oral participation.
4. Study design: Describes the methodological framework, specifically focusing on the combination of quantitative and qualitative approaches within a mixed-method research design.
5. Data collection methods: Details the primary instruments utilized for gathering data, specifically anonymous questionnaires and systematic video/audio observations of students.
6. Data analysis methods: Explains the procedures for processing numerical questionnaire data and coding verbal/visual material from observations.
7. Conclusion: Summarizes the expected positive outcomes of shifting from grammar-centric instruction to a chunk-based approach for young learners.
Keywords
Lexical chunks, Willingness to communicate, EFL classroom, Language acquisition, Mixed method, Quantitative research, Qualitative research, Oral participation, Communicative competence, Student anxiety, Language pedagogy, Second language learning, Triangulation, Learner autonomy.
Frequently Asked Questions
What is the primary goal of this research?
The main objective is to determine if teaching students chunks in English foreign language classes leads to an increase in their willingness to communicate.
Which academic subjects are covered in the theoretical part?
The work covers lexical approaches to language learning, definitions of communicative willingness, and various research methodologies applicable to language pedagogy.
What research methodology does the author apply?
The author proposes a mixed-method approach, combining quantitative data from questionnaires with qualitative data from structured lesson observations.
What is the central research question?
The study asks: "Does teaching in chunks in the English foreign language classroom have effects on student’s willingness to communicate?"
What kind of students does the study focus on?
The research is designed for fifth-grade students at a secondary school (Realschule) in Baden-Württemberg, Germany, who are at an early stage of foreign language acquisition.
Are there any limitations acknowledged by the author?
Yes, the author notes that the study is theoretical and was not actually performed in a real classroom, which limits the empirical results.
Why are chunks considered better than traditional grammar instruction?
The author argues that teaching chunks enables students to speak more fluently and idiomatically by providing them with memorized, meaningful sequences that can be retrieved quickly.
What role do questionnaires play in the assessment?
Questionnaires allow the researcher to measure attitudinal aspects like student motivation and self-perceived fear of speaking, which are not directly visible in behavioral observations.
- Quote paper
- Anonym (Author), 2023, EFL Teaching. Influence of Teaching English in Chunks on Students' Willingness to Speak, Munich, GRIN Verlag, https://www.grin.com/document/1360112
