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Young English learners and the incidental vocabulary learning approach: Teachers’ views on the approach and if/how it is practiced
Dalarna University, School of Education, Health and Social Studies, Educational Work.
2018 (English)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
Abstract [en]

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.

Place, publisher, year, edition, pages
2018.
Keywords [en]
incidental vocabulary learning, form-focused instruction, teachers’ views, elementary school
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:du-28991OAI: oai:DiVA.org:du-28991DiVA, id: diva2:1267100
Note

Engelska

Available from: 2018-11-30 Created: 2018-11-30 Last updated: 2018-12-06

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • chicago-author-date
  • chicago-note-bibliography
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf