AbstractsEducation Research & Administration

The scope of this thesis is to investigate vocabulary and vocabulary development in current textbooks for the English subject in the Norwegian upper secondary school. My hypothesis is that the textbooks do not have a systematic programme as regards vocabulary development, which contributes to a situation where Norwegian students in upper secondary and higher education have significant problems as regards reading and comprehension of English texts. Summing up the possible influence from the (lack of) vocabulary development in the textbooks, I would argue that the likelihood of this is at least supported to some extent.