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I know English! Counting but no conversation: A study of Swedish six-year-old children’s English vocabulary knowledge
Stockholm University, Faculty of Humanities, Department of English.
2010 (English)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

This essay deals with Swedish six-year-old children’s knowledge of English vocabulary. According to the Swedish school curriculum, pre-school class children are not obliged to know any English at all however, this study tells us whether they do anyway or not. 14 children at a school in suburban Stockholm were interviewed and their vocabulary knowledge tested. Also, their parents were questioned about their child’s exposure to the English language and their own use of the English language at home and at work.

The results of the test show that the children overall did not have a very extensive size of vocabulary, but that most of them could count up to about ten. The interview and questionnaire data examine how different kinds of exposure to English influence them and affect their vocabulary size. One finding is that most children who have a more extensive vocabulary knowledge also have parents with a higher level of education.

Very little research have been done in this area, which is why this study is very important first step, even though it is limited to only 14 children at one particular school.

Place, publisher, year, edition, pages
2010. , 27 p.
Keyword [en]
second language, vocabulary, parental and media influences, metalinguistic awareness, young children.
National Category
Specific Languages
URN: urn:nbn:se:su:diva-39902OAI: diva2:321852

Available from: 2010-09-09 Created: 2010-06-02 Last updated: 2010-09-09Bibliographically approved

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Schmidt, Emelie
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