Learning a new language comprises learning new words. Swedish students study English as a foreign language and as a compulsory subject in school from the first year to year nine. Swedish students also need to pass English to get admitted to upper-secondary school. Given that many students express difficulties learning new words in English through the use of wordlists as homework, this study aims to add to the knowledge about what methods English teachers use to teach new words through wordlists. This knowledge could help form a more included pedagogy and a more inclusive classroom environment for students with language vulnerability. The data show that teachers use varied types of methods that are partly consistent with earlier research. The methods reported by the teachers include different ways to meet and learn the words, but more explicit instructions are sparse. The collaboration between English teachers and special needs teachers mainly focuses on educating the student in a smaller group outside of the classroom. This study could therefore contribute to encourage collaboration that focuses on the specific process of learning new words through wordlists.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:umu-191831 |
| Date | January 2022 |
| Creators | Bergström, Josefine, Dahlin, Veronica |
| Publisher | Umeå universitet, Institutionen för språkstudier |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
Page generated in 0.0014 seconds