Abstract:
Language learning is an interesting field of research that has attracted several
investigations. Vocabulary knowledge is an important element in language acquisition.
Not much attention has been paid to vocabulary acquisition of English as a Foreign
Language (EFL) learners in second language contexts. As such, this research examines
the process of L3 (third language) vocabulary acquisition among English as a Foreign
Language (EFL) learners from a sociocognitive perspective. The study explores the role
of sociocognitive factors in the acquisition and development of vocabulary knowledge in
a multilingual context. Drawing on relevant theoretical frameworks and empirical
research, it investigates the interaction between sociocultural factors, cognitive
processes, and individual learner characteristics in L3 vocabulary acquisition. The study
adopts a mixed-methods approach, incorporating both qualitative and quantitative data
collection methods, to capture the complexity and variability of learners’ experiences.
Findings suggest that EFL learners use several approaches such as hybrid strategies
(dialogue and mobile apps) and traditional strategies (flashcards and wordlists) which
play a crucial role in shaping the vocabulary acquisition process. In addition, learners
faced some challenges relating to morphosyntactic structures, phonology, and translation
issues. Furthermore, these challenges were a result of classroom factors and teacherstudents’
personal behaviours (lack of effort and insufficient explanations). The
implications of these findings for language instruction and curriculum design are
discussed, emphasizing the need for incorporating sociocognitive approaches in
supporting EFL learners’ vocabulary development in L3 settings. This research
contributes to a deeper understanding of L3 vocabulary acquisition and highlights the
importance of considering sociocognitive factors in language learning contexts and offers
dimensions for further research.
Description:
A thesis in the Department of Applied Linguistics, Faculty of Foreign Language Education, submitted to the School of Graduate Studies, in partial fulfilment of the requirements for the award of degree of Master of Philosophy (Teaching English as a Second Language)
in the University of Education, Winneba
SEPTEMBER, 2023