Introduction

For a long time in the history of language education the development of grammatical knowledge took precedence over lexical knowledge, with many applied linguists believing the role of vocabulary was merely to provide context for the learning of structures. More recently, however, especially in L2 learning, vocabulary has come to the fore, with the development of lexical syllabuses and the recognition that vocabulary and grammar are inextricably linked, indeed that lexis takes precedence over sentence grammar in L2 learning (Lewis, 1993, 2002; Willis, 2003).

Of all the different aspects of language learning, vocabulary seems to be the one in which learners apply learning strategies most frequently; this is as true for school-age learners (Chamot, 1987) as it is for older learners (Ohly, 2007). This may be because learners place greatest store by vocabulary or simply because it is easier to apply specific strategies to learning vocabulary than, say, writing or listening.

While much investigative work has been undertaken into vocabulary learning strategies (VLS) in L2 learning in general, there has been surprisingly little research interest in specific aspects of strategy use in independent learning settings. Relevant questions here include the positive impact on VLS use of such factors as controlling one's own learning pace, private rehearsal and practice, and experimentation free from the performance anxiety often associated with the classroom. Conversely, one might ask what negative implications there are for vocabulary development in such features of the independent context as learners' inevitable isolation, the absence of immediate feedback, and the need for self-discipline and self-management. Research is as yet unable to answer such questions satisfactorily and so any discussion of VLS in independent contexts must inevitably draw on studies of strategy use in general L2 learning and interpret these in the light of the factors mentioned above.

After defining what precisely is meant by vocabulary knowledge, this chapter reviews research into vocabulary learning, in particular VLS, and considers its applicability to independent contexts.