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
Research Objectives and Themes
This thesis investigates whether age-related differences exist in the selection and utilization of vocabulary learning strategies (VLS) among German high school students, specifically comparing eighth-grade experimental groups with eleventh-grade control groups.
- Analysis of established vocabulary learning strategies within foreign language acquisition.
- Application of Norbert Schmitt’s taxonomy of vocabulary learning strategies.
- Empirical study of German EFL learners across different age cohorts.
- Evaluation of "discovery" versus "consolidation" strategy preferences.
- Assessment of the role of cognitive maturity and learner autonomy in strategy choice.
Excerpt from the Book
1. Introduction
In 1972, David Arthur Wilkins claimed that "[w]ithout grammar very little can be conveyed, without vocabulary nothing can be conveyed." (as cited in Singleton, 1999:9). This statement is consented to as incorrect grammar does not necessarily lead to the unintelligibility or ambiguousness of a sentence, which can more frequently be the consequence in the case of vocabulary mistakes. Nevertheless until the 20th century, for example "syntax and phonology" (Zimmerman, 1997:5) have been the main areas of interest in the studies about English as a foreign language (EFL), and even the acquisition of grammar in terms of rules and their exceptions had more priority, because researchers thought that "the role of vocabulary was merely to provide context for the learning of [grammatical] structures" (Klapper, 2008:159). Therefore, vocabulary acquisition has been a "neglected backwater" (Nacera, 2010:4021) until the so called "Wortschatzwende" (as cited in Stork, 2003:10), a term coined by Hausmann in 1987 which emphasizes that researchers realized the importance of vocabulary for communication and concentrated on its mediation (cf. Ulrich, 2005:1875).
Summary of Chapters
1. Introduction: Outlines the historical shift in linguistics from grammar-centric approaches to the increased recognition of vocabulary acquisition as a critical component of communicative competence.
2. Insight into the research of vocabulary learning strategies: Provides a theoretical foundation by defining language learning strategies and detailing specific taxonomies used for vocabulary acquisition research.
3. The age factor in foreign language vocabulary learning: Explores existing theories and studies regarding the impact of age on language learning proficiency and strategy development.
4. The impact of age on EFL vocabulary learning strategies of German high school students: Presents the primary study, including the methodology, participant demographics, and the empirical results regarding how different age groups utilize discovery and consolidation strategies.
5. Conclusion: Synthesizes the study's findings, acknowledges the limitations of the research as a pilot study, and highlights the need for further investigation into learner autonomy.
Keywords
Vocabulary Learning Strategies, VLS, English as a Foreign Language, EFL, Age Factor, Norbert Schmitt, Discovery Strategies, Consolidation Strategies, Learner Autonomy, Cognitive Maturity, Language Acquisition, German High School Students, Educational Linguistics, Taxonomy, Foreign Language Pedagogy.
Frequently Asked Questions
What is the primary focus of this research?
The work examines whether age differences influence how German high school students choose and apply vocabulary learning strategies (VLS) while learning English as a foreign language.
What are the central thematic fields covered in this thesis?
The thesis explores the history of vocabulary teaching, taxonomies of learning strategies (specifically Norbert Schmitt's), the effect of age on language learning, and empirical comparisons between younger and older students.
What is the core research question?
The central question is to determine if there are significant age-related differences in the choice and perceived usefulness of VLS between eighth-grade and eleventh-grade students.
Which scientific methodology is employed?
The research uses a quantitative empirical approach, conducting a survey based on Schmitt's taxonomy with a group of 30 eighth-grade students and 29 eleventh-grade students at a German school.
What topics are discussed in the main section?
The main section covers the theoretical definitions of strategies, the classification of discovery and consolidation strategies, and a detailed statistical analysis of the survey findings.
Which keywords characterize this work?
Key terms include Vocabulary Learning Strategies (VLS), Age Factor, EFL, Norbert Schmitt, Discovery Strategies, Consolidation Strategies, and Learner Autonomy.
Why are there different strategies for discovery versus consolidation?
According to the taxonomy used, discovery strategies are required for identifying the meaning of unknown words, while consolidation strategies are necessary for integrating that vocabulary into long-term memory.
What distinct differences were noted between the two age groups?
The study found that younger learners tend to prefer more playful, visual, and social strategies, whereas older learners show a preference for methods that allow for auditory association and long-term consolidation.
What are the limitations of the findings?
The author notes that the study is a pilot with a small sample size and should not be considered fully representative of all German students, suggesting further research is needed for broader conclusions.
- 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
