The present study was conducted to investigate the use of etymology and semantic grouping as cognitive vocabulary learning strategies in professional colleges like engineering colleges to enhance the L2 learners’ reading comprehension of academic texts. Despite a plethora of research in ESP, specific vocabulary learning strategies in relation to multilingual student population elude ESP practitioners entrusted with the task of providing the learners with enough lexical knowledge to read and understand the textbooks written in English. Hence a diagnostic study was conducted among 370 students of an engineering college in India, a country where students receive school education through 42 languages. Based on the results, an experimental study was conducted among 80 students. The experimental group was provided with vocabulary strategies at cognitive level to enhance reading comprehension. A paired samples t-test was conducted to find the difference in the means of the post-test and the pre-test of the experimental group. The t-value was 15.43 and when the standardized difference between the means was calculated in terms of Cohen’s d, the value was 2.4, which was very large (>0.8). Thus, the study underscored the assumption that more than word meanings, the word meaning processes are causal components of comprehension skill.

中文翻译：

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双极协同：单词的历时性和同步性研究在大专学历内容理解中的作用

本研究旨在调查词源和语义分组在诸如工程学院之类的专业学院中作为认知词汇学习策略的使用，以提高二语学习者对学术文章的阅读理解能力。尽管在ESP方面进行了大量研究，但与多语言学生群体相关的特定词汇学习策略使ESP从业人员无法承担为学生提供足够的词汇知识以阅读和理解英语书面教科书的任务。因此，对印度一所工程学院的370名学生进行了诊断研究，该国的学生通过42种语言接受学校教育。根据结果​​，对80名学生进行了实验研究。实验组在认知水平上提供了词汇策略，以提高阅读理解能力。进行配对样本t检验，以发现实验组的后检验和预检验方式的差异。t值为15.43，当根据Cohen d计算平均值之间的标准差时，该值为2.4，非常大（> 0.8）。因此，该研究强调了这样一个假设，即单词意义过程不仅是单词含义，而且是理解技能的因果成分。该值为2.4，非常大（> 0.8）。因此，该研究强调了这样一个假设，即单词意义过程不仅是单词含义，而且是理解技能的因果成分。该值为2.4，非常大（> 0.8）。因此，该研究强调了这样一个假设，即单词意义过程不仅是单词含义，而且是理解技能的因果成分。