Teaching Vocabulary in ESP Contexts through Vocabulary Learning Strategies Instruction

Language learning strategies have attracted much attention in recent studies (Cohen, 1998; Chamot, 1987; O'Malley & Chamot, 1990; Oxford, 1990) when the learner-centered approach has been increasingly adopted in the school curriculum. Instead of learning passively, learners are encouraged to take an active role and assume responsibility in their learning process. Specifically, vocabulary learning strategies are even more important in second language (L2) learning (Ahmed, 1989; Schmitt, 1997; Kojic-Sabo & Lightbown, 1999) with the incremental nature of vocabulary acquisition and its emphases on enormous exposure to the language. In order to develop an ever-improving capability to learn and use English effectively, learners need to develop appropriate strategies for lifelong learning. The main purpose of the present article, which is a part of the researcher’ Ph. D thesis is to suggest a framework for instructing ESP learners in vocabulary learning strategies. In so doing, an account of different taxonomies of vocabulary learning strategies and a rationale for strategy training are presented.