Multidimensional vocabulary acquisition through deliberate vocabulary list learning

Previous lexical studies have been predominantly quantitative, and thus have lacked the understanding of what is happening during the acquisition process. This study provides not only quantitative analysis of the learners' vocabulary knowledge change through deliberate vocabulary list learning, but also supplements such analysis with qualitative data through semi-structured interview data to discover their vocabulary learning processes and strategies which lead to lexical changes. The results showed that the advantage of doing list learning should not be viewed in terms of gaining only receptive vocabulary knowledge. Instead, the benefits of list learning also include gains in productive vocabulary knowledge and in the depth of overall vocabulary knowledge. Despite the importance of using a vocabulary list, however, in order to make the most out of list learning, this study suggests that the strategies used by learners to learn vocabulary are important. Results showed that a structured approach by developing a systematic routine of monitoring and reviewing vocabulary words were important factors in the outcome of these participants' vocabulary learning. Thus, in terms of practical pedagogy, for further lexical growth and better retention, teaching vocabulary learning strategies and employing systematic learning is crucial.