In this thesis teachers’ views on incidental vocabulary learning are examined as well as combinations of incidental learning and form-focused instruction (FFI; Spada, 1997). Five qualitative interviews were conducted with teachers currently teaching or with experience teaching English in lower elementary school in Sweden (preschool class through 3rd grade). The results of the study show that these teachers apply various instructional methods when teaching vocabulary to students, including creating settings that allow for incidental learning. Views on this approach when teaching vocabulary include the benefits of encouraging students, providing a context and increasing students’ understanding of how to use the lexical item. The results also show that in combination with incidental learning activities, these teachers complement vocabulary learning by using FFI. Reasons given for combining incidental learning settings with FFI include making students aware of what is being taught and enhancing understanding. The results in the thesis are compared to previous research regarding incidental learning and viewed in relation to theoretical perspectives on L2 and vocabulary learning including emphasis on input, output, interaction, form as well as involvement/engagement. Suggestions for further research include investigating incidental learning by applying another research method (observations) and studying incidental learning in relation to differentiated instruction. Another suggestion made is to research Swedish teachers’ decisions on what lexical items to teach primarily.
Engelska