Vocabulary Acquisition Strategies Used by German Language Undergraduates at the University of Ilorin

This study examines the vocabulary acquisition strategies employed by undergraduate students of German at the University of Ilorin, Kwara State, in the North Central geopolitical zone of Nigeria. Vocabulary knowledge is widely recognised as a foundational component of foreign language competence, yet the strategies Nigerian students use to acquire and retain German vocabulary have not been systematically documented. The study adopts a descriptive survey design, administering the Vocabulary Learning Strategy Questionnaire to 140 first- and second-year German language students at the University of Ilorin. The instrument categorises strategies into cognitive, metacognitive, social, and memory-based dimensions. Findings reveal that rote repetition and direct translation from English or Yoruba are the most frequently employed strategies, while more sophisticated strategies such as contextual guessing, word mapping, and vocabulary journaling are used infrequently. Students who report using a broader repertoire of strategies also demonstrate higher scores on a supplementary vocabulary test administered alongside the questionnaire. The study recommends explicit vocabulary strategy instruction as a core component of German language pedagogy, with teachers demonstrating and reinforcing a diverse range of approaches throughout the programme. Keywords: vocabulary acquisition strategies, German language, University of Ilorin, undergraduate students, language learning.