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1、VocabularyLearninginaSecondLanguage:Person,Task,ContextandStrategiesAbstractThispaperreviewsempiricalresearchonvocabularylearningstrategiesinasecond/foreignlanguage.Atetrahedralmodelofperson,task,context,andstrategiesisfirstproposedtoforegroundthereview.Next,
2、empiricalresearchalongtask,person,andcontextualdimensionsisreviewed.Specifically,thereviewfocusesontask-dependentguessingstrategies,dictionarystrategies,note-takingstrategies,roterehearsalstrategies,andencodingstrategies.Insteadofsearchingforthebeststrategies
3、thatproducethebestresults,theauthorarguesthatthechoice,use,andeffectivenessofvocabularylearningstrategiesdependonthetask,thelearner,andthelearningcontext.Thepaperendsbycallingforadiversificationofeffortinbothtop-downtheorybuildingthatprovidesclearerguidanceto
4、futureresearchandmorebottom-upempiricalresearchthatgoesbeyondthepresentationandretentionofwords.IntroductionPsychologists,linguists,andlanguageteachershavebeeninterestedinvocabularylearningstrategiesforalongtime(Levenston,1979).Numerousstudieshavebeenconducte
5、dcomparingtheretentioneffectsofdifferentvocabularypresentationstrategies.Infact,thevocabularyfieldhasbeenespeciallyproductiveinthelasttwodecades.Wehaveseenanumberofclassicvolumesontheories(e.g.,Carter,1987;Carter&McCarthy,1988;McCarthy,1990;Nation,1990),resea
6、rch(e.g.,Arnaud&Bejoint,1992;Gass,1987;Meara,1989;Nation&Carter,1989),andpracticaltips(e.g.,Gairns&Redman,1986;McCarthy&O'Dell,1994).Recentvolumes,especiallytheCUPvolumes,thatshedsignificantlightupondifferentaspectsofvocabularyacquisitionincludeHuckin,Haynes,
7、andCoady(1993),Harley(1995),HatchandBrown(1995),CoadyandHuckin(1997),SchmittandMcCarthy(1997),Atkins(1998),WescheandParibakht(1999),Read(2000),Schmitt(2000),andNation(2001).Thisarticleaimstoprovideadigestofrecentresearchonvocabularyacquisitionandtopinpointare
8、asthatneedfurtherexploration.Tothisend,thearticlefocusesononearea,i.e.,vocabularylearningstrategies,thepurposefulanalysisofthevocabularylearningtask,theplanning,deployment,monitoring,ande
