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English Vocabulary Learning in Upper Secondary School: Students’ Attitudes Toward English Vocabulary Learning
2011 (English)Independent thesis Advanced level (degree of Master (Two Years)), 30 credits / 45 HE creditsStudent thesis
Abstract [en]

Acquiring and extending one’s vocabulary is of significant importance for the L2 learner. In order to maximize the learning there are several methods to choose from. This study examines upper secondary school students’ attitudes toward vocabulary teaching and learning. This is done by using a qualitative data collection method in the form of questionnaires. The results show that both students and teachers agree that focus should be placed on a more varied vocabulary teaching with a strong emphasis on context-based learning and written exams. Furthermore, the result display that students wish for a higher degree of context-based learning but when it comes to assessment, they prefer non-contextual testing methods.

The results of the study can be useful for both future teachers as well as teachers who are already working in upper secondary school, as they could provide some guidance as to how students experience vocabulary learning.

Place, publisher, year, edition, pages
2011. , 28 p.
URN: urn:nbn:se:kau:diva-7134OAI: diva2:400185
Humanities, Theology
Available from: 2011-03-08 Created: 2011-02-24 Last updated: 2011-03-08Bibliographically approved

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