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Academic literature on the topic 'Teaching vocabulary in the ESL/EFL classroom'
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Dissertations / Theses on the topic "Teaching vocabulary in the ESL/EFL classroom"
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Longhurst, Mark. "The Benefits of Explicit Vocabulary Teaching in the EFL Classroom." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32832.
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For students of English as a foreign language (EFL), a certain level of knowledge of vocabulary is required for successful communication to occur. Based on personal experiences in the classroom which have shown that students often lack language variation, accuracy, coherence and descriptiveness, this paper deals with the issue of teaching vocabulary in a more conscientious and focused way to help ensure that students will become more competent in using the language effectively. The Swedish curriculum for English, LGR11, is built up around the ideology known as communicative language teaching (CLT). This entails that as long as a learner is exposed to a foreign language, and has sufficient opportunities to use that language, the learning of the language will occur. The results of this paper suggest that we cannot only rely on a pure form of CLT for students to reach higher ability levels, but that a certain amount of focused vocabulary teaching, in context with classroom activities, is also necessary.
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Espmarker, Johan, and Emanuel Tedenby. "Effective Teaching Methods and Strategies in the EFL Classroom to Facilitate Students’ Vocabulary Development." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30611.
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This research examines how low-level vocabulary students, in particular, might better progress tohigher levels of vocabulary in the EFL context. In addition, a variety of strategies and teachingmethods are analysed. Vocabulary is the foundation of language learning and is an essential partof reading, writing and speaking. This research examines the importance of high frequencywords, teaching methods and strategies in the EFL classroom. Several methods and strategies areanalysed to compare and draw conclusions regarding which are the most effective. To be able tofind answers to these questions, a number of scientific articles and experimental studies werereviewed. Our findings indicate that the 2,000 most common words in the English language areimportant in order to progress to higher levels of vocabulary. The research also showed thatstudents who possessed the high frequency words were superior in reading, writing and speakingcompared to the students who did not have this word level. Additionally, students with largervocabulary gained significantly more vocabulary from activities and reading. Choosing the correctteaching strategy and method has proven to be important in order to develop students’vocabulary. Strategies such as visual aids, function-based teaching and post-reading tasks haveshown to be effective methods for teaching vocabulary. Although the 2,000 most frequent wordsis an important learning goal, the teachers’ choice of methods to achieve this is crucial.
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Espmarker, Johan, and Emanuel Tedenby. "Effective Teaching Methods and Strategies for Incorporating Word Frequency in the EFL Classroom : The importance and use of word frequency for English teaching." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41517.
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Word frequency seems to be unknown for many teachers’ and possibly deemed not very important for vocabulary development. We set out to investigate the importance of incorporating word frequency in the EFL classroom. The aim of the study was to conclude if teachers incorporate word frequency into their teaching, as well as how this could be done efficiently. In order to collect data for this study, we used a questionnaire and semi-structured interviews. Despite a focus on teachers in years 4-6, in an effort to not only expand our potential samplegroup and to take into account the importance of transition between school forms, we reached out to teachers of English in years 4-9. This was accomplished with the help of various teacher forums on Facebook and a convenience sample. The initial results from the questionnaire showed that the majority of teachers were aware of word frequency. However, on closer inspection of the questionnaire, it became clear that several of the teachers did in fact not have sufficient knowledge of word frequency. Previous research has shown the importance of high-frequency words and that the 2,000 most frequent words are a necessary learning goal. Implications of not considering word frequency when teaching vocabulary can have a negative effect on students' progression. Our research has found a discrepancy between steering documents in Sweden, in which word frequency is not explicitly considered, and previous studies analysing the use of word frequency. This could be seen as the explanation for why teachers are not aware of word frequency.
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李安麗 and On-lai Annie Lee. "A study of vocabulary explanations in the intermediate EFL classroom: the variety and effectiveness of strategiesemployed." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956531.
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Thomas, Chloé. "Glosläxor eller ord i kontext? : En studie i hur mellanstadieelever lär sig nya ord i engelska." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31625.
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Out of the debate in Swedish media about homework, the idea for this study was born. The idea was to investigate the popular belief of many foreign language teachers which suggest that homework glossing is a necessity in the English classroom for pupils vocabulary acquisition, while other assumes this method doesn’t lead to knowledge that last. Therefore, the purpose for this study was to examine how learners of English as a foreign language (EFL) manage to learn new words when they received glossing as homework and when they studied the words in a context during class. Furthermore, out of the argument that homework stress pupils and lowers their interest and motivation for the subject, a secondary purpose was to find out pupils’ opinions about learning new words through glossing as English homework. The study was focused on two teaching methods for vocabulary acquisition: the traditional teaching method designed to teach vocabulary by giving glossing as homework, and teaching new words during class with a focus on teaching the new words in context. Through the survey of these two different methods for vocabulary learning and an empirical study with two primary school classes in which these two methods were put on test, contrary to the expectation that learning words through homework glossing wouldn’t lead to vocabulary knowledge that last, the results of the empirical study showed that the group which received glossing as homework, did better on both test than the group which studied the word in context. Similarly, the data results showed the average pupil had a positive attitude to vocabulary homework as for the most part they felt it benefited them to study this method because of the effects of learning.
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Johansson, Johanna. "Benefits of Songs in the ESL Classroom." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41364.
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One can argue that songs offer a useful learning opportunity for learning English as a second language since it includes the combination of music and text. Therefore, the purpose of this paper is to examine in what ways songs can affect the ESL classroom. The aim is further to compare and apply the findings to a Swedish upper secondary school context to examine how development can take place for ESL learners in Sweden. Moreover, the approach to this study consisted of a literaturereview of articles within the research area, which were used to answer the two research questions: To what extent can the use of songs in the ESL classroom stimulate incidental vocabulary learning?Additionally, what are other potential benefits from using songs in the ESL classroom? The results were unified regarding the main question of songs and vocabulary acquisition; all findings included positive effects of songs on incidental vocabulary learning and retention of new words. Moreover, implementing songs in the ESL classroom showed more positive attitudes towards school among students and teachers; in addition, the results indicated on a decrease regarding anxiety and stress among the learners. Furthermore, the Swedish National Curriculum emphasizes the importance of a positive classroom environment for the learners, and the syllabus for English requires a variety of texts, in which songs can offer useful learning conditions for vocabulary acquisition. Therefore, the song-based approach is presented as suitable for a Swedish upper secondary classroom.
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Mörck, Jansson Christine. "Teaching EFL to Newly Arrived Adolescents : A Literature Review on EFL Teaching in Multilingual Classrooms." Thesis, Högskolan Dalarna, Engelska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-22528.
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The Swedish curriculums point out that language is crucial to social interactions, learning and individual development as well as essential to uphold a democratic and multicultural country. However, a recent report from the Swedish National Agency for Education depicts the language introduction programs for immigrant adolescents in Sweden as a school form in great need of development (Skolverket, 2016a). This systematic literature review, which draws on sociocultural theory, contributes to the field of how to teach English to newly arrived adolescents in Sweden. The main findings, gathered from six studies from around the world, suggest several different areas for improvement concerning EFL teaching. A specific pedagogy for EFL learners is suggested as well as targeted professional development for EFL teachers. Additionally, the results point out challenges faced by EFL teachers in multilingual classrooms. Further research could investigate how EFL teachers deal with these challenges. Furthermore, further research could investigate EFL textbooks for multilingual students at upper secondary school in terms of language, culture, identity texts and difficulty level.
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Luck, Renberg Teresa. "Approaches to Critical Literacy Instruction in the Middle School ESL/EFL classroom." Thesis, Högskolan Dalarna, Engelska, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-26330.
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The purpose of this literature review is to compare some critical reading comprehension classroom practices globally, with particular focus on the teaching of reading comprehension in Sweden, where student well being and equity are issues of importance. Critical literacy used is a term that encompasses many aspects of power related issues in language. The Swedish curriculum is explicit in naming these issues of student identity and democratic agency which it shares with critical pedagogical practices. The result of the review is a presentation and discussion of the different studies, using a structure based on one used for critical discourse analysis instruction with students. The evidence suggests that higher level comprehension is a skill that takes time to train and should be done explicitly by pointing out the aspects of language which convey meaning. Learning to search the text for evidence of the underlying meaning gave verystrong effect sizes on standardized tests for reading comprehension. The reading comprehension results of minority/ESL students on standardized tests improved when space was made to discuss very different experiences within the same culture in language classrooms.
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Lugoloobi-Nalunga, Maureen. "Teaching and learning English in a multilingual classroom : A study of code-switching in an EFL/ESL teaching/learning situation." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31682.
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This paper aims at finding out if code-switching is an asset or a problem in a multilingual classroom. The main goal of the study was to find out what impact code-switching into mother tongue has on L2 development and what learning/teaching situations induce the act of code-switching. Through classroom observation, interviews and a questionnaire data were collected and the main questions of the study answered.Previous research and the results from the present study show that code-switching is a natural phenomenon in L2 development and that code-switching has a positive impact on L2 development as it fulfils a significant number of functions in the classroom, including vocabulary and concept development, need for clarification and emphasis, provides a learning strategy for L2 acquisition, and generally helps students maintain and develop their L2.<br>Denna rapport syftar till att ta reda på om kodväxling är en tillgång eller ett problem i ett flerspråkigt klassrum. Syftet med studien var att ta reda på vilken effekt kodväxling till annat språk har på andraspråksutveckling och vilka lärande-/undervisningssituationer som framkallar kodväxling. Genom klassrumobservationer, intervjuer och ett frågeformulär samlades data in.Tidigare forskning och resultaten från denna studie visar att kodväxling är ett naturligt fenomen i andraspråksutveckling och att den har en positiv inverkan på språkutvecklingen, eftersom den fyller ett stort antal funktioner i klassrummet, inklusive ökning av ordförrådet och begreppsförståelsen, fungerar som hjälp när det som läraren säger behöver betonas eller förtydligas, lärandestrategi för andraspråksinlärning, och hjälper slutligen elever att underhålla och utveckla sitt andraspråk.
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Oskarsson, Marie. "Approaches to English literature in the uppersecondary school classroom : A study from an EFL/ESL perspective." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-27439.
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This is a qualitative study about how literature is used in the subject of English as a foreign language (EFL) or English as a second language (ESL) in the upper secondary school classroom. The study specifically focuses on what goals and activities are ascribed to the use of literature in the English language classroom. Literature has been used in the Swedish language classroom for decades but there is still an uncertainty as to how literature can and could be used. The aim for this thesis was to achieve an understanding of teacher’s choices when it came to goals and activities linked to the EFL/ESL classroom. This is a literature review where primary sources have been analyzed using critical literacy and cultural theory to specify the different authors stand-point about the use of literature. Background information also provides a basis for the analysis where authors dedicated to the use of literature in the language classroom discuss and describe general concepts and ideas of how literature is used and could or should be used. The study showed that depending on the teacher’s goals with literature different methods and activities are linked to the lessons. Critical literacy and cultural theoryhelped develop an understanding of the thoughts and ideas underpinning the concepts of the primary sources, whether it was about altering students’ behavior or fostering democratic and empathetic citizens. The results showed that literature is used in a variety of ways, but at times the student-oriented goals and activities are unclear. This calls for further research on the area of using literature in the EFL/ESL classroom.