Two successful non-English-major EFL learners at Beijing Normal University took part in a think-aloud and an interview session, respectively, on how they handled vocabulary learning during and after reading. Results show that, like successful learners everywhere, these learners (a) saw vocabulary as but one aspect of language learning that needs to be integrated with language use, (b) demonstrated high levels of self-initiation and selective attention, and (c) employed a wide range of vocabulary-learning strategies. The two learners also displayed revealing differences in learning style. Their highly flexible, skilful integration and execution of strategies may be due to a combination of Chinese conceptions of learning, traditional schooling, and literacy practice, the prevailing methods for teaching and learning English in China, the demands of the vocabulary-learning task, and individual learning style.
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