Abstract:

Expanding learners’ L2 vocabulary is an essential part of foreign language acquisition at any stage. Many teachers deem it necessary to achieve it through making their students learn lists of lexical items by rote regardless of their relevance, frequency of use, or practicality for real-life application.

This study aims to analyse poor results stemming from good intentions, specifically the low efficiency of memorising subjectively selected vocabulary lists for long-term retention, which has been demonstrated by the survey results conducted among first-year students at RANEPA, Moscow. The poll was accessed via a link as a Google Form.

The findings show that an excessive number of lexical units hinders students’ ability to process them effectively leading to reliance on short-term memory and a superficial use of vocabulary solely for test purposes. This heavy reliance on short-term memory further limits students' ability to recall and actively utilise the vocabulary in real-life situations. As the focus becomes solely test-oriented, the long-term retention and practical application of the vocabulary suffer.

Based on the survey results this study aims to present recommendations for developing memorable and usable vocabulary lists, utilising visual and organisational tools to facilitate quicker and easier retrieval of vocabulary during speech practice. By incorporating these strategies learners can improve their language proficiency and confidently apply vocabulary in real-life communication scenarios.

Keywords:

Lexical units, memorising and utilising vocabulary, educational situations, speech practice, effective lexis selection.