Volume 77, Issue 1
  • ISSN 0169-7420
  • E-ISSN: 2213-4883
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To gain more insight into intentional vocabulary learning by students at secondary education three research questions wTere addressed: 1) According to students in the lower grades of secondary education, w7hat are good strategies for intentional vocabulary learning? 2) What vocabulary learning strategies do these students actually use? 3) How effective are the vocabulary learning strategies used? The research sfunved that the students value and demonstrate a variety of cognitive and meta-cognitive vocabulary learning strategies pertaining to 'non-elaboration of words', 'elaboration of words', 'planning', 'evaluation and self-regulation', and 'help seeking'. Differences were found between the students, but on the whole the quality of word knowledge is not optimal. Based on the research findings, several recommendations were formulated such as the exchange of learning strategies between students, the use of an on-line vocabulary learning programme with special attention to word forms, and the organisation of learning experiences in which students draw pictures of new words and invent ludicrous, bizarre or emotionally significant sentences for the words in order to promote vocabulary acquisition.


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  • Article Type: Research Article
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