Vocabulary learning and homework in the upper elementary EFL classroom.
Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Vocabulary homework is a common feature in the English subject in Sweden. Often the pupils are given a list of words they are to memorize for a pending test. In this literature review the author aims to analyze what the current research says about homework and how homework can be used effectively for EFL learners in elementary school, with a focus on both homework and vocabulary learning research. Cognitive linguistics has been used as a theoretical perspective to help answer the research questions. Results indicate that homework has limited effect on younger learners and should not be used, while, some researchers claim that it can be effective if introduced properly. Regarding vocabulary learning, it is important that vocabulary is relevant to the learner and that words are taught through a meaningful context. Therefore, vocabulary homework for EFL learners in elementary school should consist of words and phraseology which have a personal relevance to the learner, or key words for subjects taught in class. The conclusion of the study is that it is up to the teachers to determine if they should use vocabulary homework or not when teaching EFL, as long as the decision is based on current research.
Place, publisher, year, edition, pages
homework, EFL, vocabulary learning, elementary school, wordlist homework.
Pedagogical Work Specific Languages
IdentifiersURN: urn:nbn:se:du-23078OAI: oai:DiVA.org:du-23078DiVA: diva2:968841