Gender differences in the knowledge and learning of English vocabulary among Swedish pupils in the fifth, seventh and ninth year 2004 (English)Independent thesis Basic level (degree of Bachelor)Student thesis

Abstract [en]

First of all the present study aims to determine whether gender differences exist in the knowledge of English vocabulary among Swedish pupils in the fifth, the seventh and the ninth grade. If this is the case, the second aim is to analyse what characterises these differences. Furthermore, the study investigates possible connections between test results and gender on the one hand, and on the other, attitudes towards English studies and vocabulary learning, preferred vocabulary learning situations, word classes and grades. 300 pupils have taken part in the study. One vocabulary test of 56 words has been constructed for each of the three levels. In addition to the actual test, the pupils have answered a questionnaire on attitudes and learning of words. Also ten teachers of English have answered a questionnaire. In contrast to earlier national and international research the major result of the present study is that boys generally and young boys particularly have a better English vocabulary than girls. Moreover, several connections are found between gender and attitudes towards English studies, between gender and preferred learning situations, and finally, between gender and grades.

Place, publisher, year, edition, pages

2004.

Keywords [en]

Second language learning, gender and vocabulary, gender and attitudes towards English studies, gender and vocabulary learning situations, gender and grades

Identifiers

URN: urn:nbn:se:hh:diva-11531Local ID: U10556OAI: oai:DiVA.org:hh-11531DiVA, id: diva2:366664

Uppsok

Humanities, Theology

Note

Denna uppsats kan beställas från arkivet / This paper can be ordered from the archive. Kontakta / Contact: arkivet@hh.seAvailable from: 2010-11-09 Created: 2010-11-09Bibliographically approved

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School of Humanities (HUM)

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