An analysis of the use of vocabulary learning strategies by secondary-school CLIL learners

Abstract

After ages the consequences of extensive vocabulary in language proficiency over grammar supremacy has been recognized finally in the area of Second Language Acquisition (SLA). This study is part of a greater one in which the significance of various vocabulary learning strategies used by two groups – a CLIL group and a traditional EFL group- is explored through a questionnaire survey based on Schmitt’ taxonomy (1997). In this piece of research, the CLIL learners’ use of vocabulary learning strategies are going to be analyzed. Results emphasize a greater use of vocabulary learning strategies related to the discovery of unknown meanings.