A sociocognitive approach to L3 vocabulary acquisition the case of EFL learners at the Ghana institute of Languages

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.