Glosor i rampljuset

: en studie av ordinlärning i engelska via läromedel och Readers Theatre

Abstract

Second language learning requires that pupilslearn new words and thus requires a well-functioning memory and teaching methods that utilize how the memory stores and recalls words. In Swedish gradeschools, the traditional method used to acquaint pupils with new words and phrases (i.e.vocabulary) isthrough various textbook-based texts and recordings in connection with a vocabularylist that is to be studied for an upcoming vocabulary text. In our study, we compared word learning among pupilswho were taught by the traditional methodversus pupils who participated in an educational drama activity: Readers Theatre. Our study was limited, and its validity and reliability can be questioned from several aspects, but our results support the premise that pupilswho participate in Readers Theatrecan learn and remember new English vocabularyjust as well and even better than pupilswho learn them through traditional teaching methods. Our survey results suggest that the traditional method is better for mastering spelling and translation of selected vocabulary,at least in the short-term, while Readers Theatregivespupilsa better and more memorable understandingof the meaning and use of the vocabularyin context. Our results indicate that neitherof the methods isinfallible, as pupils’memory for the words and phrases they were exposed to deteriorated after a week. Combining the methods might have led to more deliberate repetition of the vocabularyand even better vocabularymemory