To what extent does vocabulary learning strategy instruction increase advanced learner’s intake of new L2-vocabulary? 2002 (English)Independent thesis Basic level (degree of Bachelor)Student thesis

Abstract [en]

The aim of this pilot study was to apply search in the area of second language learning strategies to school reality and to provide a basis for a future large study in the field of strategy instruction and vocabulary learning. The investigation aimed at answering the main question: "To what extent does vocabulary learning strategy instruction increase advanced learner's intake of new L2-vocabulary?". A pre/post-test design with one experimental group and one control group was chosen for the study. The experimental group received vocabulary learning strategy instruction during a four week period of time, while the control group worked according to their personal methods. Comparing the groups' pre- and post-test results, no difference between them became evident. Both groups learned about 30% of the new vocabulary, and retention after two weeks was approximately the same, too. However, several factors such as time aspects, lack of motivation and the conception of the experiment had a negative influence on the investigation. Thus, the findings cannot be over-generalised to a bigger population.

Place, publisher, year, edition, pages

2002.

Keywords [en]

strategy instruction, SLA acquisition, vocabulary, acquisition, learning strategies

Identifiers

URN: urn:nbn:se:hh:diva-10224Local ID: U5089OAI: oai:DiVA.org:hh-10224DiVA, id: diva2:365338

Uppsok

Humanities, Theology

Note

Denna uppsats kan beställas från arkivet / This paper can be ordered from the archive. Kontakta / Contact: arkivet@hh.seAvailable from: 2010-11-09 Created: 2010-11-09Bibliographically approved

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