Student responses to vocabulary learning strategies on an ESAP course

Broadening vocabulary in a second language is often a key aim for students on language courses. This is especially the case for students who need to learn subject-specific academic vocabulary. There has been substantial research that focuses on the use of corpora for informing vocabulary instruction and materials development. However, selecting vocabulary from such lists and predicting the vocabulary gaps that students may have can be very challenging, particularly when the students have diverse educational and professional backgrounds. In response to this, the present study proposes and explores attitudes in relation to the use of vocabulary-learning strategies as part of a wider syllabus for students on an ESAP course. The findings of this research are particularly relevant to language teachers and course developers.