Learning Technical Vocabulary: A Study Exploring Approaches and Material to Support Learning L2 Vocabulary in Norwegian Upper Secondary Schools
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The aim of the study was to shed light on how a technical vocabulary is best learned with vocational pupils in upper secondary school. Two approaches, implicit and explicit, were chosen and lesson plans were made for a six-week period, for two VG2 classes. In addition to the quantitative study of the approaches, surveys and interview was conducted to examine the pupils’ experiences with the approaches, material and content. The latter was done in order to determine which factors contribute to making English, as a common core subject, relevant to pupils in vocational classes. Test results and pupil feedback both suggest the explicit approach is favorable. However, different choices in material and lesson content could have influenced both the results and pupils’ attitude towards the implicit approach. Other considerations such as likely use of the language, proficiency level and personal traits in the learner are also important when choosing approach, or a mixture of approaches.