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The article analyses the effectiveness of two different learning approaches on the development of lexical knowledge in LSP classes at university. In a GFL lecture in the Bachelor's degree programme in Marketing and Commerce, different tasks were used within an intentional and an incidental learning setting to develop lexical knowledge. The experimental group used an application to memorise the specialised vocabulary (intentional learning), while the control group worked on writing tasks (incidental learning). All other relevant learning factors were identical for both groups. After completing learning units 1 and 2, experimental and control group were swapped for learning units 3 and 4 in order to avoid bias. Learning progress of each group was measured throughout the entire semester and took place at the end of each learning unit using a total of 4 tests. Each test consisted of 3 subtests: vocabulary test, writing test and C-test. Tests 1 & 2 were repeated 8 weeks later as delayed tests. The results show that the task format used in the learning phase to acquire vocabulary has an influence on the different competences measured. Furthermore, it was shown that intentional learning using an application led to better learning gains in the areas of general language proficiency and vocabulary knowledge. Delayed tests also showed that learning gains are maintained over time and remain consistent even after swapping experimental and control group. Didactic implications can be derived from the results obtained in this study.
