Teaching the right words in the right way: How to promote English vocabulary learning in Dutch secondary schools?

Abstract

This study looked at the extent to which three programmes for teaching English in Dutch 5-vwo classes – New Interface, Of Course!, and Stepping Stones – correspond with research findings about the most effective ways for enhancing lexical competence in a foreign language. Nine criteria for effective foreign language vocabulary instruction were formulated on the basis of a literature review, and the final unit of each of the three programmes was analysed on the basis of these criteria. The patterns of scores for the nine criteria turned out to be quite similar for the three educational programmes. All programmes introduced target words in a meaningful context, presented words in thematic or unrelated clusters, and used word lists to revise learning. However, the results also showed that there was much room for improvement. In all three programmes, explicit vocabulary instruction was provided for more low- than high-frequency words; the variety of contexts in which students were exposed to target words was insufficient to promote lexical competence; students did not receive enough opportunities to practise newly acquired word knowledge on both a receptive and a productive level; and the proportion of vocabulary tasks stimulating deep processing of words was rather small. Moreover, only one programme provided students with training in word learning strategies, and two programmes encouraged students to read English texts outside the classroom. These findings imply that secondary school teachers should adopt a critical attitude towards the vocabulary component of programmes for teaching English in 5-vwo.