This study of vocabulary comprehension strategies (VCS) is framed by the debate on L2-only instruction in the second or foreign language (L2) classroom where the teacher shares the first language (L1) of the students. Research has shown that some teachers switch to the L1 to explain lexical items while others try to explain them through L2 paraphrase and other linguistic devices. However, little is known about the strategies learners use in response to teachers' attempts to explain new words through the L2-only, or learner strategies in response to explanations of different word types. Indeed previous literature is surprisingly lacking with regard to learners' strategic response to teacher L2 talk. Using 24 British students of French in Year 9, this study employed stimulated recall to explore the strategies learners used in response to L2-only explanations. Findings suggest that a very narrow range of strategies was used by most respondents. In order to understand a new word, or words in the L2 explanations, students almost exclusively resorted to strategies related to the cognate nature of the word. Pedagogical implications are drawn.