Abstract:
For the L2 learners, expanding and expanding their vocabulary is critical. There are numerous strategies to choose from in order to enhance any learning. The views of upper secondary students about language teaching and learning are investigated in this study. This is accomplished through the use of questionnaires, which are a qualitative data collection tool. The findings reveal that both students and teachers agree that a more diverse vocabulary instruction should be prioritized, with a heavy focus on context-based learning and written assessments. Furthermore, the findings show that while students favor context-based learning, they prefer non-contextual testing approaches when it comes to evaluation.
The study's findings could be beneficial to future teachers as well as students. Teachers who are already working in upper secondary schools, they may be able to offer some insight into how pupils learn vocabulary.
