Strategies in foreign language learning (German): Is the plural formation a valid indicator?

This project investigates the role of learner strategies with regard to foreign language acquisition in an institutional environment. The research focus is on the acquisition of German plural forms by Dutchspeaking pupils in secondary education. First a study of the relevant psycholinguistic and sociolinguistic literature is undertaken. Following this study an experiment is set up in order to investigate whether the plural formation can be interpreted as a valid indicator for learning strategies. Several complementary research methods will be used, such as written tests, error analysis, intro- and retrospection. The study might also help us to understand, whether plural forms are learned as items or imply rule learning. The outcome of the study will certainly have implications for foreign language pedagogy.