Diese Arbeit untersucht den Einfluss des Alters auf die Wahl von Vokabellernstrategien beim Englischlernen (EFL) in der Sekundarstufe I und II. Anhand einer empirischen Studie, die sich auf die Taxonomie von Norbert Schmitt stützt, werden Strategien von Acht- und ElftklässlerInnen hinsichtlich ihrer Nutzung und Nützlichkeit verglichen. Die Arbeit analysiert sowohl „Discovery Strategies“ als auch „Consolidation Strategies“ und beleuchtet altersbedingte Unterschiede im Vokabellernverhalten.
Table of Contents
- 1. Introduction
- 2. Insight into the research of vocabulary learning strategies
- 2.1 Language learning strategies
- 2.2 Vocabulary learning strategies
- 2.3 Norbert Schmitt's taxonomy of vocabulary learning strategies
- 3. The age factor in foreign language vocabulary learning
- 4. The impact of age on EFL vocabulary learning strategies of German high school students
- 4.1 Methodology
- 4.1.1 Participants
- 4.1.2 Instrument
- 4.1.3 Expectations
- 4.2 Results
- 4.2.1 Discovery strategies
- 4.2.2 Consolidation strategies
- 5. Conclusion
Objectives and Key Themes
This bachelor thesis investigates the impact of age on English as a Foreign Language (EFL) vocabulary learning strategies among German high school students. The primary objective is to analyze the relationship between age and the specific strategies employed by students in acquiring new vocabulary. * The role of vocabulary in language learning * Different types of vocabulary learning strategies (discovery and consolidation) * The influence of age on vocabulary acquisition strategies * Comparison of vocabulary learning strategies across different age groups (eighth and eleventh grade) * The effectiveness of various vocabulary learning strategiesChapter Summaries
1. Introduction: This introductory chapter establishes the importance of vocabulary in language acquisition, challenging the previously prevalent focus on grammar. It highlights the historical shift in EFL research, from a behaviorist approach emphasizing rote learning to a cognitive perspective recognizing the learner's active role. The chapter sets the stage for the thesis by emphasizing the "vocabulary turn" and the cognitive revolution's impact on understanding vocabulary learning. The author cites Wilkins's assertion that without vocabulary, nothing can be conveyed, contrasting it with the traditional overemphasis on grammar in EFL studies. 2. Insight into the research of vocabulary learning strategies: This chapter provides a comprehensive overview of existing research on language learning and vocabulary acquisition strategies. It explores various taxonomies and frameworks for categorizing these strategies, laying the groundwork for the subsequent analysis of the specific strategies employed by the study participants. The chapter particularly focuses on Norbert Schmitt's taxonomy, a key framework used in the subsequent analysis of student data. This chapter is crucial because it provides the theoretical foundation for understanding and interpreting the results presented in later chapters. 3. The age factor in foreign language vocabulary learning: This chapter delves into the existing literature on the relationship between age and foreign language vocabulary acquisition. It examines how age might influence the effectiveness of different learning strategies and discusses potential developmental factors that impact vocabulary learning at various ages. The chapter synthesizes previous research, setting the context for the author’s own investigation into how age affects strategy use among German high school students. It highlights the existing debates and differing views in this area, paving the way for the study's contribution to the field. 4. The impact of age on EFL vocabulary learning strategies of German high school students: This chapter presents the methodology and results of the empirical study. It details the participant selection, the instruments used to collect data (likely questionnaires or interviews), and the analysis methods employed. The results section focuses on the comparison of discovery and consolidation strategies used by eighth and eleventh graders, revealing potential differences in strategy preference and effectiveness related to age. This chapter represents the core of the thesis, presenting original research and findings that directly address the central research question.Keywords
Vocabulary learning strategies, EFL, age, German high school students, discovery strategies, consolidation strategies, Norbert Schmitt's taxonomy, cognitive revolution, language acquisition.
Frequently asked questions
What is the main topic of this text?
This text is a language preview, outlining a bachelor thesis that investigates the impact of age on English as a Foreign Language (EFL) vocabulary learning strategies among German high school students.
What are the key themes explored in the thesis?
The key themes include the role of vocabulary in language learning, different types of vocabulary learning strategies (discovery and consolidation), the influence of age on vocabulary acquisition strategies, comparison of vocabulary learning strategies across different age groups (eighth and eleventh grade), and the effectiveness of various vocabulary learning strategies.
What are discovery strategies in vocabulary learning?
Discovery strategies are approaches learners use to initially encounter and understand new vocabulary. The specific types of discovery strategies are further discussed in the main body of the thesis.
What are consolidation strategies in vocabulary learning?
Consolidation strategies are techniques learners employ to reinforce and retain newly learned vocabulary. These will be explored more deeply in the full thesis.
What is Norbert Schmitt's taxonomy of vocabulary learning strategies?
Norbert Schmitt's taxonomy is a framework for categorizing different vocabulary learning strategies. It is a key framework used in the analysis of student data within the thesis.
What age groups were studied in the research?
The research focused on comparing the vocabulary learning strategies of eighth and eleventh grade German high school students.
What methodology was used in the study?
The methodology involved participant selection (German high school students from eighth and eleventh grades), the use of instruments to collect data (likely questionnaires or interviews), and analysis methods to compare vocabulary learning strategies.
What does the introduction chapter cover?
The introduction establishes the importance of vocabulary in language acquisition, highlighting the historical shift from a grammar-focused approach to recognizing the learner's active role in vocabulary acquisition.
What does the 'Insight into the research of vocabulary learning strategies' chapter cover?
This chapter provides a comprehensive overview of existing research on language learning and vocabulary acquisition strategies, focusing on taxonomies like Norbert Schmitt's.
What does the chapter on the 'age factor' explore?
This chapter examines existing literature on the relationship between age and foreign language vocabulary acquisition, discussing potential developmental factors.
What are the main keywords associated with this research?
The keywords include vocabulary learning strategies, EFL, age, German high school students, discovery strategies, consolidation strategies, Norbert Schmitt's taxonomy, cognitive revolution, and language acquisition.
- Quote paper
- Gülnur Degirmenci (Author), 2014, The Impact of Age on EFL Vocabulary Learning Strategies. A Look at German High School Students, Munich, GRIN Verlag, https://www.grin.com/document/1592752
