Ordförrådsmetodik genom lärar-upplevelser i svensk grundskola årskurs 7-9

Vocabulary is a fundamental aspect of language proficiency that helps students improve their communication skills. The Swedish syllabus for grades 7-9 requires teaching vocabulary, but does not detail methods and vocabulary selection. This study explores how teachers design vocabulary instructions and their perceptions regarding the significance of vocabulary selection, retention, and use in productive skills. The study adopted a qualitative and exploratory method through semi-structured interviews with four English teachers from 2 different schools located in Sweden. The study aims to understand teachers' personal experiences and decision-making in designing vocabulary instruction. The study concluded that teachers primarily use a theme-based approach to introduce content and contextualized vocabulary instruction through input and output strategies. Explicit vocabulary teaching is effective for short-term retention, while vocabulary used in productive skills is effective for long-term retention. High-frequency words play a minimal role in teaching vocabulary. Challenges reported include time constraints, assessment uncertainty, and first language vocabulary limitation. This study highlights the need to build a consensus around effective vocabulary instruction, tracking development, and assessment.