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.
Inhaltsverzeichnis (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
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This study investigates the impact of teaching lexical chunks on fifth-grade students' willingness to communicate in the English as a Foreign Language (EFL) classroom. The primary objective is to determine if a focus on chunks improves students' communication confidence and fluency. The research is conducted within a German secondary school (Realschule) setting.
- The role of lexical chunks in language acquisition
- The relationship between chunk-based instruction and willingness to communicate (WTC)
- Comparative analysis of quantitative and qualitative data in EFL research
- Effectiveness of different data collection methods (questionnaires and audio/video observation) in studying WTC
- Challenges faced by young EFL learners and strategies to overcome communication barriers
Zusammenfassung der Kapitel (Chapter Summaries)
1. Introduction: This chapter introduces the central research question: Does teaching in chunks in the EFL classroom affect students' willingness to communicate? It lays the groundwork by citing Becker's assertion that speech relies heavily on pre-existing "chunks" of language, and by referencing Lewis' lexical approach which prioritizes these chunks over isolated grammar and vocabulary. The chapter highlights the challenges faced by young EFL learners, including lack of motivation and fear of speaking, ultimately framing the study's goal to investigate whether chunk-based instruction can mitigate these challenges and promote communication.
2. Background to the study: This section provides essential background information on lexical chunks and willingness to communicate (WTC). It delves into the various terminologies used to describe multi-word units, clarifying the study's use of "chunk" as an encompassing term. The chapter also explores different classifications of chunks and their role within Lewis' lexical approach, contrasting it with traditional grammar-vocabulary focused instruction. It discusses the mental lexicon and how storing chunks improves fluency, particularly highlighting the differences in language acquisition between native and non-native speakers. The chapter concludes by summarizing research showing the advantages of chunk-based learning, such as improved fluency and situational appropriateness of speech.
3. Research context: [This section's content is not provided in the source text.]
4. Study design: [This section's content is not provided in the source text.]
5. Data collection methods: [This section's content is not provided in the source text.]
6. Data analysis methods: [This section's content is not provided in the source text.]
Schlüsselwörter (Keywords)
Lexical chunks, willingness to communicate (WTC), English as a foreign language (EFL), language acquisition, mixed methods research, qualitative research, quantitative research, fluency, communication strategies, mental lexicon, young learners, German secondary school.
Frequently Asked Questions: A Study on Lexical Chunks and Willingness to Communicate in EFL
What is the main focus of this study?
This study investigates how teaching lexical chunks impacts fifth-grade students' willingness to communicate (WTC) in English as a Foreign Language (EFL) classrooms. The primary goal is to determine if focusing on chunks improves students' communication confidence and fluency within a German secondary school setting.
What are the key themes explored in this research?
The research explores the role of lexical chunks in language acquisition, the relationship between chunk-based instruction and WTC, the comparative analysis of quantitative and qualitative data in EFL research, the effectiveness of various data collection methods (questionnaires and audio/video observation) in studying WTC, and the challenges faced by young EFL learners and strategies to overcome communication barriers.
What is the definition of "chunk" used in this study?
The study uses "chunk" as a comprehensive term encompassing various multi-word units, drawing on and clarifying different terminologies found in the field of language acquisition research. It references Lewis' lexical approach which prioritizes these chunks over isolated grammar and vocabulary.
What are the main methodologies used in this study?
While detailed methodology is not fully provided in the preview, the study employs a mixed-methods approach, incorporating both quantitative and qualitative research methods. Data collection involves questionnaires and audio/video observations. Data analysis methods for both questionnaires and audio/video recordings will be outlined in the full study.
What are the chapter summaries provided in the preview?
The preview includes summaries for the Introduction and Background chapters. The Introduction establishes the central research question and introduces the theoretical underpinnings of the study, citing relevant researchers like Becker and Lewis. The Background chapter provides essential background information on lexical chunks and WTC, delving into the different classifications of chunks and their role within Lewis' lexical approach. The remaining chapter summaries are absent from the preview.
What are the keywords associated with this research?
Key terms include lexical chunks, willingness to communicate (WTC), English as a foreign language (EFL), language acquisition, mixed methods research, qualitative research, quantitative research, fluency, communication strategies, mental lexicon, young learners, and German secondary school.
What is the overall goal of the study regarding student communication?
The study aims to determine if chunk-based instruction can improve students' communication skills, specifically their confidence and fluency in speaking English. It seeks to address the challenges young EFL learners often face, such as a lack of motivation and fear of speaking.
What types of data are collected?
Data collection methods include questionnaires and audio/video observations of student interactions. This mixed-methods approach allows for a comprehensive analysis of both student self-perception (questionnaires) and their actual communication behavior (audio/video).
What is the setting for this research?
The research is conducted in a German secondary school (Realschule) setting.
- Arbeit zitieren
- Anonym (Autor:in), 2023, EFL Teaching. Influence of Teaching English in Chunks on Students' Willingness to Speak, München, GRIN Verlag, https://www.hausarbeiten.de/document/1360112
