Vocabulary Teaching Practices of L2 English in Upper Secondary Vocational Classrooms

This qualitative study investigates language teaching practices relating to L2 English vocabulary instruction in upper secondary school vocational classrooms Norway. It builds on previous research describing technical as an area of particular importance for students’ development and relies observation data from eight classrooms. The found that work has a strong presence within orientation (VO) instruction, across whole-class group or pair work, individual work. Most target could be classified words content knowledge. Many instances L1–L2 translation tasks were observed. Target not practiced the four skills rarely utilized productive tasks. concludes observed can improved by prioritizing ways combining with production including more opportunities practice independent strategies.