”Which or witch” – What do you mean? : A study of homophones in English education in Sweden.

Both first- and second language (L1 and L2) speakers of English often experience difficulties in distinguishing homophones. These words serve an important function in facilitating both accurate comprehension and effective communication in English. This essay therefore aims to investigate Swedish high school students’ knowledge of homophones and their teachers’ didactic approaches. Krashen’s input theory and Swain’s output theory were used as frameworks for analysis and interpretation of the data. A mixed-methods approach combining a quantitative test with qualitative semi-structured interviews was employed in the study and the results indicate that students struggle with homophones. The students particularly demonstrated difficulties regarding spelling, which the teachers recognize as an area of difficulty. One element that was notable in the interviews was that “homophones” is referred to in broader terms, such as “confusing words”. The study concludes that explicit instruction and practice is necessary to enhance students’ language production and reduce common errors.