Examensarbeit, 2006
136 Seiten, Note: 2,0
Adjectival suffixation, word-formation, contrastive analysis, English as a foreign language, second language acquisition, pedagogical approaches, receptive skills, productive skills, empirical research, German-English language comparison.
This paper investigates second language learners' acquisition and comprehension of word-formation rules, specifically focusing on adjectival suffixes in English as a foreign language (EFL) for German-speaking learners. It combines linguistic analysis, pedagogical considerations, and empirical findings from a survey of German-speaking high school students to explore the effectiveness of teaching productive (versus solely receptive) word-formation skills.
The study employs a three-part methodology: (1) Linguistic analysis of German and English adjectival suffixes; (2) Examination of pedagogical approaches to teaching word-formation in the classroom; and (3) Empirical evaluation of student performance on word-formation tasks through a survey administered to advanced English learners at the Martin-Luther-Schule Marburg. The survey included a completion task, a comprehensive task, and a translation task.
The linguistic analysis focuses on selected German and English adjectival suffixes. Specifically, the German suffixes -ig, -isch, and -lich are examined, along with the English suffixes -ed, -ic, -ish, and -ly. A contrastive analysis compares the features and functions of these suffixes across the two languages.
The study critically examines current educational practices and debates surrounding the optimal methods for teaching word-formation in EFL. It explores the potential benefits of incorporating productive word-formation activities into the curriculum and analyzes the debate between receptive and productive approaches to teaching word-formation, aiming to determine the best balance between the two for optimal learning.
The empirical study, detailed in Chapter 4, presents the results of the survey administered to the students. It analyzes student performance on the completion, comprehensive, and translation tasks, providing both quantitative and qualitative data to assess the effectiveness of different pedagogical approaches and to address the central research question concerning the effectiveness of teaching productive word-formation skills.
The key themes include: linguistic analysis of German and English adjectival suffixes; pedagogical approaches to teaching word-formation; comparison of receptive and productive word-formation skills; empirical evaluation of student performance on word-formation tasks; and a contrastive analysis of German and English suffixation patterns.
The central research question is: How effectively do advanced learners acquire and apply knowledge of English word-formation rules, and should productive skills be emphasized in pedagogical approaches?
The empirical study was conducted at the Martin-Luther-Schule Marburg with advanced English learners.
The survey included three types of tasks: a completion task, a comprehensive task, and a translation task, designed to assess both receptive and productive word-formation skills.
Adjectival suffixation, word-formation, contrastive analysis, English as a foreign language, second language acquisition, pedagogical approaches, receptive skills, productive skills, empirical research, German-English language comparison.
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