This study explores vocabulary assessment approaches and their alignment with curriculumgoals, alongside the influence of national tests on language education strategies. Throughinterviews with five teachers and relevant literature review, the research highlights thecomplexities inherent in language education. Emphasizing comprehension over rotememorization emerges as a consensus among teachers, echoing Schmitt and Diane'sperspective (1993). Criticisms of glossary exams underscore concerns about surface-levellearning and its impact on critical thinking. Aligning with Firda et al.'s (2021) study, teachersprioritize assessing fundamental language skills to enhance speaking, listening, reading, andwriting abilities. The study identifies a recurring theme of aligning teaching practices with theSwedish curriculum, emphasizing creativity, adaptability, and inclusivity. Teachers'approaches reflect the curriculum's call for thematic lessons and diverse languagedevelopment opportunities, balancing written and oral proficiency, while acknowledging theinfluence of national tests. Key words: ESL/EFL, primary school, vocabulary, vocabulary acquisition, vocabularylearning, vocabulary assessment, vocabulary test.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-67261 |
| Date | January 2024 |
| Creators | Abed El Rehman, Ziad, Al-Turaihi, Rim |
| 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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