This paper intends to make a comparative study of the vocabulary strategies used in 1st and 2nd foreign language by English majors. Quantitative data are collected from 74 English majors who are learning French as their 2nd foreign language, using a questionnaire designed mainly on the basis of O'Malley and Chamot's classifications of learning strategies. The subjects' beliefs in vocabulary learning are also investigated through the questionnaire. Findings show that vocabulary strategies used in 1st foreign language could influence, to a certain extent, their counterparts in 2nd foreign language, but significant differences still exist in many vocabulary strategies employed by the subjects in 1st and 2nd foreign language learning. Reasons for the differences are also analyzed in the paper. Finally, feasible measures are proposed to improve 2nd foreign language learning and teaching in Chinese universities.
