Woordenschatonderwijs en Leren Leren

Vocabulary acquisition is considered to be one of the most important aspects of foreign language learning, but also of L1 and L2 acquisition. Besides obvious differences, the three language acquisition processes show remarkable similarities, particularly regarding word learning strategies. In this framework the following questions are dealt with: (1) What is the role of word learning strategies in vocabulary instruction? (2) To what extent do pupils differ in word learning strategies? (3) How to best promote that pupils not only acquire, but actually use the acquired strategies? With respect to the first question, the goals of vocabulary instruction and the ways to reach these goals (e.g. by wide reading, using different strategies or attending direct instruction) are made explicit. The second question is illustrated with an example from qualitative research on the differences between strong and weak pupils who were required to guess the meaning of unknown words from illustra-ted texts. As to the third question, the cognitive, affective and motivational conditions for acquiring, valuing and actually using word learning strategies are being discussed.