Incidental Vocabulary Learning in a Postcolonial English Second Language Context

Abstract

This study investigated the incidental English second-language (ESL) vocabulary development of 125 science university students over two years, as well as their productive vocabulary knowledge in relation to academic achievement. The study was conducted in Ghana, a typical postcolonial ESL country in West Africa. Results showed that productive knowledge of vocabulary at the 2000, 3000, and 5000-word levels was not mastered in academic year one. In spite of the poorly resourced educational context with limited print exposure, students’ longitudinal incidental vocabulary growth at the 3000-word level and academic word level was significant. Academic achievement was significantly predicted by word knowledge at these two levels. The study contributes to our understanding of incidental vocabulary learning in a “natural” ESL context, without language interventions. Given the predict ive factor of vocabulary knowledge on academic achievement, the integration of vocabulary instruction into the curriculum and establishm ent of required vocabulary thresholds seems warranted.