Abstract
Second language (L2) learning is difficult, and appears especially so as regards vocabulary acquisition. Vocabulary acquisition is most important as regards L2 learning. The present study does not address theoretical issues as regards L2 vocabulary acquisition except tangentially. Instead, it presents an overview of L2 learners’ progress as a result of four weeks’ attendance at a UK university course specialising in L2 English acquisition. Results suggest that L2 learners of English can make substantial progress, but that some aspects of vocabulary acquisition require further analysis, and teachers of L2 English may be ignoring, or playing disproportionately little attention, to certain aspects of vocabulary acquisition. This conclusion is tentative, given the broad compass of theory behind L2 vocabulary acquisition. The study also provides reason for optimism as regards effective teaching of L2 English.