Strategies and performance in intentional L2 vocabulary learning

Abstract

This study was designed to identify strategies used during intentional vocabulary learning and to assess the relationship between strategy use and vocabulary learning performance. English-speaking students of Spanish studied new Spanish words while viewing word-picture pairs. The participants then completed posttests and answered questions about their strategy use. Their responses were coded to identify each participant's most frequently used strategy (MFS). Frequency of use of each MFS was determined. A subset of posttest scores were submitted to an analysis of variance with MFS as a between-subjects independent variable, recall type as a within-subjects independent variable, and score as the dependent variable. The results indicated significantly better scores for mnemonic technique and L2–picture association over L2–L1 translation and repetition. A significant positive correlation was also observed between the number of strategies used and vocabulary recall. Theoretical and pedagogical implications of the study are discussed. Sample activities for raising awareness about L2 vocabulary learning strategies and effective strategy use are also provided in the Appendix.