Abstract
This study explores engineering students` perceptions of vocabulary teaching, their English vocabulary level after completing mandatory English programs, and the adequacy of their achieved vocabulary level. A total of 102 college engineering students in Busan were asked to complete a survey of perceptions about vocabulary teaching and a vocabulary levels test, while texts in the mandatory course and subjects` field were analyzed to figure out their vocabulary demands. Statistical analyses revealed that subjects had distinct perceptions of various aspects of vocabulary teaching, and that they deemed vocabulary teaching in the mandatory programs inadequate for engineering texts. Subjects were found to know about 3,269 word families on average. Finally, the vocabulary levels of engineering texts turned out to be much higher than those of non-academic texts and subjects` achieved vocabulary levels, a finding suggesting that the mandatory course does not adequately prepare engineering students for academic texts in their field. Pedagogical implications of the study are discussed, and directions for future research are suggested.
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