Abstract
In the last few decades, second language vocabulary acquisition has been an interesting topic of discussion for researchers and teachers. Vocabulary learning, rather than being a peripheral area in second language learning, is one of its core aspects. Thus we should pay more attention to vocabulary learning itself and vocabulary learning strategies (VLS). The purpose of this article is, therefore, to investigate the effects of strategy training in the learning of English vocabulary. Firstly we review earlier research findings concerning VLS. Secondly we examine, experimentally, the effects of strategy instruction on the learning of English vocabulary by Japanese junior high school students as beginners. Following this we discuss the issue of how strategy instruction affects the acquisition of English vocabulary. Finally, based on the results of the experiment of strategy instruction on them, we conclude this article by stating that vocabulary strategy instruction is highly effective for Japanese junior high school students as beginners learning English vocabulary.
