Research project In my doctoral research project (2018-2024), I examined vocabulary activities, resources and opportunities for vocabulary learning in an instructed context.
This research study provides in-depth knowledge of second language learning by specifically highlighting children's vocabulary learning in the classroom. The empirical part combines data from classroom observations from the grades 4-5, an analysis of vocabulary content in textbooks, teacher interviews, a questionnaire and diagnostic vocabulary tests. The result of the analysis has implications for language learning and teaching at compulsory school, as well as English the developmen of language teaching textbooks and material.
In my doctoral research project, I examined vocabulary activities, resources and opportunities for vocabulary learning in an instructed context. The aim of the study was to provide in-depth knowledge of second language learning by specifically highlighting children's vocabulary learning. The target population consiststed of students in grades 4-5 in municipal compulsory school.
This research study reports and analyzes how, and with what resources, the teacher and students use the target language in the classroom for the purpose of learning and recycling vocabulary. In addition, this study discusses the role of input from the textbook and classroom activities, how meanings are created in a language classroom and what opportunities the pedagogical resources provide for vocabulary learning.
The empirical study was based on usage-based models for language learning, and it combines data from classroom observations (in grades 4-5) with analysis of vocabulary content in textbooks, teacher interviews, a background questionnaire and a diagnostic vocabulary test. Data from the various parts were transcribed, coded and analyzed using NVivo software for qualitative and quantitative data analysis.
The results of the analysis contribute with knowledge to the following areas:
It describes what opportunities the teacher and pupil's interaction and use of the target language in the classroom provide for learning and repetition of vocabulary. Secondly, clarifies how, and with what resources, teachers and pupils communicate about word form, meanings and use in an instructed context. Finally, it provides insight into and evaluates vocabulary content in teaching materials, and discusses how it fosters vocabulary development. The results have implications for language learning and teaching at compulsory school, as well as pedagogical resources and syllabus design.
