This study maps compensation strategies in English as a foreign language used in immediate receptive situations by students of English and other modern languages. By mapping these strategies, language learners’ thinking processes are made visible, which in turn may assist teachers in modifying teaching methods. The study is comparative and highlights the difference in the use of strategies between learners who exclusively study English and learners who study at least one other modern language apart from English. The focus is on two major components of second language acquisition, viz. grammaticality and unknown words in context. Two major strategies have been used: (1) a quantitative analysis, and (2) a qualitative analysis, of sentences and words in context. Data have been collected from two surveys and two sets of recorded introspection with ten informants. This study proposes a classification of receptive compensation strategies including a division of achievement and avoidance strategies. The findings from the comparative study point out the major differences between learners of English only and learners of other modern languages. Finally, a discussion about what these results may imply for teaching is given.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:kau-7528 |
| Date | January 2011 |
| Creators | Ljungberg, Anna |
| Publisher | Karlstads universitet, Avdelningen för utbildningsvetenskap |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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