Når klodserne falder på plads:Ordforråd ved tekstlæsning – elevernes reaktioner

• Published in: Milli mála
• Main Authors: Oddsdóttir, Thorhildur, Ragnarsdóttir, Brynhildur, i Olavsstovu, Vár, Nyqvist, Eeva-Liisa, Kristjansdottir, Bergthora
• Format: Article in Journal/Newspaper
• Language: Danish
• Published: 2021
• Subjects: ordforrådsforståelse; CEFR; sprogniveauer; sprogundervisning; greenlandic; Iceland
• Online Access: https://pure.au.dk/portal/da/publications/naar-klodserne-falder-paa-plads(5a8f258e-b8e4-47f2-a3db-2a63e24c25e3).html; https://doi.org/10.33112/millimala.13.3; http://millimala.hi.is/wp-content/uploads/2022/01/2021-3-THo%CC%81rhildur-Oddsdo%CC%81ttir-Brynhildur-Anna-Ragnarsdo%CC%81ttir.pdf

When the bricks fall into place: Vocabulary when reading text – students’ reactions Materials for language learning are usually prepared with a specific age group in mind, but less often based on competences within the student group. This recalls what linguistic and cultural emphases underlie the choice of texts intended for teaching. The article discusses the factors to consider when choosing texts for language learning at levels A2–A2 + in the CEFR, which is the competence that is set as a criterion in the national curricula for Danish / Swedish for final year students in lower secondary school in Iceland and Finland. CEFR is not used as a formal benchmark in Faroese and Greenlandic curricula. The main objective of the study was to examine whether a text marked with a specific level of the CEFR is in line with national curricula and to examine the range of students’ vocabulary understanding. Participants in the study were 269 students in the final year of lower secondary school in Danish as a second and foreign language in West Nordic schools, Swedish in Finnish-speaking schools, and Danish for young asylum seekers in Denmark. The research process is based on students’ self-assessment of the vocabulary in a text, where students marked words with different colours depending on whether they thought they understood the words, did not understand them at all or were in doubt about their meaning. In addition, the level of the text was assessed by regarding the frequency range of the vocabulary, sentence structure and whether the content is relevant to the students’ experience. The results show that Faroese and the Finnish students, who start studying Swedish in kindergarten, have skills at least one step above A2 +. Icelandic, Greenlandic and Finnish students, who receive traditional language instruction, show considerable distribution within the A1–A2 + competence levels. The Danish group is entirely within the A1 level. The competence of students in the final year of compulsory school evidently covers a wide range ...