Vocabulary Learning Strategies
Vocabulary learning strategies (VLS) are deliberate techniques and actions learners use to discover the meaning of new words and to consolidate vocabulary knowledge. Schmitt's (1997) taxonomy, the most widely used classification, organises strategies into two broad categories: discovery (finding out meaning) and consolidation (remembering it).
Schmitt's Taxonomy (1997)
Discovery Strategies
Strategies for determining the meaning of a new word when first encountered:
Determination strategies (individual):
- Analyse word parts (Morphology — prefixes, suffixes, roots)
- Guess from context
- Use a monolingual or bilingual dictionary
- Use word lists or flash cards for initial learning
Social strategies (involving others):
- Ask the teacher or classmates for meaning
- Discover meaning through group discussion
Consolidation Strategies
Strategies for retaining a word once its meaning has been discovered:
| Category | Examples |
|---|---|
| Social | Study and practise in groups; interact with native speakers |
| Memory | Keyword method; semantic mapping; associate with known words; create mental images; group words by topic |
| Cognitive | Use word cards; keep a vocabulary notebook; write words repeatedly; use spaced repetition |
| Metacognitive | Plan vocabulary study; test oneself; choose which words to focus on; monitor progress |
Key Strategies in Detail
Keyword Method
The learner associates the L2 word with an L1 word that sounds similar, then creates a mental image linking them. Effective for initial form-meaning mapping but less useful for deeper knowledge. Research shows strong short-term effects but mixed long-term results.
Word Cards / Flashcards
Deliberate study of form-meaning pairs. Most effective when:
- Cards include example sentences and collocations, not just translations
- The L1→L2 direction is practised (productive recall), not just L2→L1
- Spaced repetition is applied (see Active Recall)
- Sets are small (around 30) and recycled frequently
Word Parts Strategy
Analysing Word Formation patterns — prefixes, suffixes, roots — to decode unfamiliar words. Particularly valuable for academic vocabulary, where Latinate and Greek morphology is productive (e.g., pre-, -tion, -ology). Connects directly to Morphology and Academic Word List study.
Contextual Guessing
Using surrounding text to infer meaning. Requires approximately 95–98% text coverage to be effective (Nation, 2001), meaning learners need substantial vocabulary breadth before this strategy becomes reliable.
Semantic Mapping
Creating visual diagrams showing relationships between words — synonyms, antonyms, hyponyms, collocations. Activates deeper processing and builds the associative networks that characterise Vocabulary Depth.
Research Findings
- No single strategy is best for all purposes; effective learners use multiple strategies flexibly (Gu & Johnson, 1996)
- Strategies requiring deeper processing (generation, elaboration) lead to better retention than shallow ones (repetition, copying)
- Strategy instruction improves vocabulary learning — learners benefit from being explicitly taught how to learn words, not just which words to learn
- High-frequency vocabulary is best acquired through extensive exposure + deliberate attention; lower-frequency vocabulary often requires deliberate study (Nation, 2001)
Teaching Implications
- Integrate strategy training into vocabulary lessons — model strategies, give practice, encourage reflection
- Help learners develop a personal system: vocabulary notebooks, digital flashcard apps (Anki, Quizlet), word family charts
- Match strategy to purpose: keyword method for initial learning, collocation work for depth, contextual guessing for reading fluency
- Metacognitive Strategies — learners should monitor which strategies work for them and adjust their approach