How EFL teachers teach vocabulary: do the beliefs and the actions match?

LÓPEZ BARRIOS, MARIO LUIS; ALCÁZAR, MARÍA JOSÉ; ALTAMIRANO, MILENA SOLANGE

Posadas

Congreso; 42nd FAAPI Conference; 2017

APIM

This paper reports partial findings of a research project under way (López Barrios & Boldrini, 2016) that focuses on the relationship between EFL teachers? practices captured through class observations and their self-reported beliefs about vocabulary learning and teaching obtained through a questionnaire. The observed aspects include a) the amount of vocabulary presented and/or recycled, b) the kind of teaching (incidental / deliberate), as well as c), the techniques used to this end. Since the observations were carried out in two different contexts, secondary schools and adult education, the mentioned aspects will also be analyzed considering these contexts. After the description of the theoretical background and the data collection instruments, we report the results related to the three aspects (a, b and c) focusing on the consistency of the observation with the self-reported beliefs.