This study is the largest scale project ever conducted in Hong Kong concerning the learning of English vocabulary by Cantonese speakers. The aims of the project were threefold: (a) to find out the vocabulary size of the tertiary students and whether they need help with academic vocabulary, (b) to identify the strategies that are conducive to learning vocabulary in general and the strategies that are especially useful for learning high-and low-frequency words in particular, and (c) to look at the discrepancies among the frequency of use, the perceived usefulness, and the actual usefulness of vocabulary strategies. The participants in the study included 1,067 students who had recently been offered places by the 7 local institutions of higher education. A vocabulary test and a vocabulary learning strategy questionnaire were used for data collection. Whereas in an earlier work (Fan, 2001) the author reported the findings in relation to the first aim, this article focuses on the findings for the second and third aims. ANOVA and Multiple Regression were employed for data analysis. The results of the study shed light not only on the strategy profile of the Hong Kong learners in general but also on the complexity involved in strategy use. Strategies relevant to the learning of L2 vocabulary as well as high-and low-frequency words are identified, and their implications are thoroughly discussed.

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It is generally believed that L2 learners know more words of the target language than they can actually use them. The aim of this study is to find out more about this gap and the ways to narrow it. The subjects under study were several groups of sub-degree students and the instruments for data collection included an active and a passive vocabulary test as well as a questionnaire. There was no evidence to indicate a consistent ratio between active and passive vocabulary knowledge and the relationship between them has been found to be more complicated than it appears to be. On the other hand, learning strategies which help to enhance active vocabulary knowledge have been identified. These and other findings of the study will be of interest to researchers in similar areas as well EAP teachers who are concerned about improving the vocabulary knowledge of their students.The author is indebted to the Hong Kong Polytechnic University for funding the project and Professor Paul Nation for providing the long version of the Word Levels Test used in the study.

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