Language Learning Strategies and Vocabulary Size of Iranian EFL Learners

Abstract

Abstract-The present study aimed to determine the relationship between language learning strategies and vocabulary size in Iranian EFL learners. Therefore, 150 Zoha English Language Learners were given Oxford university and Cambridge university placement test. Oxford strategies inventory for language learning (SILL) were used, as well. According to Brown (2000) taxonomy, three classification of strategies as metacognitive, cognitive, social/affective strategies were included in the present study. Besides, Vocabulary Size Test based on the Norbert Schmitt's test, to measure the vocabulary size by assessing the learners' basic knowledge of common meaning of words in order to the relationship between language learning strategies and vocabulary size would be distinguished. After the data have been elicited, the results were statistically analyzed by using SPSS software. The statistical study of the three proficiency levels manifest that the mean and standard deviation of metacognitive strategy is the most frequently used among others. It is also, understood that the employment of F-Test demonstrates that advanced proficiency level learners use the language learning strategies more than others. Furthermore, it is proved that advanced level learners have higher vocabulary size in relation to other proficiency levels. The findings of present study will be advantageous to English language teachers to develop effective vocabulary teaching and to provide learners with variety of successful language learning strategies.Index Terms-language learning strategy, vocabulary size I. BACKGROUND Learning a second or foreign language requires the manipulation of four main skills, namely, listening, reading, speaking, and writing which lead to effective communication. It is obvious that vocabulary is an indispensible part of any communication, so without a vocabulary, no meaningful communication can take place and meaningful communication relies heavily on vocabulary. One fundamental factor is the amount of vocabulary an individual possesses. Therefore, vocabulary forms the meaningful part of any language (McCarthy, 1988; as cited in Hamzah, Kafipour, & Kumar Abdullah, 2009).Vocabulary is the group of words that a person or a group of people knows how to use. Your vocabulary is all the words you know and use regularly. Vocabulary is a group or stock of words used in a particular way by a certain group of people regarding their language. It is important and it is vital to communicate with others and understand what one is reading. It is obvious that information, which is known as a language-based activity, is fundamentally and profoundly dependent on vocabulary knowledge. Learners must have access to the meanings of words that teachers, their surrogates, other adults, books or films use to guide them into contemplating known concepts in novel ways in order to learn something new.Second language (L2) acquisition depends crucially on the development of a strong vocabulary. In second language acquisition (SLA), a sub-discipline known as...

Efl Vocabulary Learning Strategies Used by Saudi Arabia University Students

“…Second, the results showed that language learning strategies have benefited the Saudi students with higher vocabulary level or have significant usage of all learning strategies. This is partially in line with Alhaysony, (2012), Ansarin et al, (2012), (Alhaisoni, 2012a) as all these studies specify Cognitive and Metacognitive strategies to be the most favourable strategies for Saudi learners. However, the present study shows that students with high vocabulary level (2000 words) focus equally on all language learning strategies while learning new vocabulary.…”

“…Interestingly, students with bigger vocabularies showed frequent use of all strategy types. However, though some studies (Alhaisoni, 2012a,b;Ansarin et al, 2012) indicate that Meta-cognitive and Cognitive strategies were the most used among L2 learners, this study indicates that higher vocabulary size L2 learners use all the strategies equally, and the lower vocabulary size L2 learners use the Meta-cognitive strategy more than other strategies. In a similar study on Chinese EFL learners, Ping and Siraj (2012) found that the students lack use deep cognitive and meta-cognitive strategies as oral repetition or dictionary consultation were the most favoured strategies while semantic encoding was the least commonly used.…”

“…The studies on learning strategies have reported of its usefulness to acquire vocabulary by Saudi (Alhaysony, 2012) and Iranians (Ansarin, Zohrabi, & Zeynali, 2012) L2 learners. In fact, the learning strategies, particularly the cognitive and metacognitive strategies, have been proved helpful to enhance language proficiency in general for Saudi L2 learners (Alhaison, 2012).…”

Cognitive Learning Strategy of BIPA Students in Learning the Indonesian Language

“…The use of multiple strategies depends on the learner's proficiency in the target language. Ansarin, Zohrabi, and Zeynali (2012) found that the learners with higher levels of proficiency used multiple language learning strategies more frequently than the other learners. Abadi and Baradaran (2013) found a positive relationship between the use of learning strategies and learner autonomy in both intermediate and advanced level language learners, but the relationship was stronger in advanced learners.…”

Learning Processes and Academic Achievement among Omani School Students

“…Some of these processes allow students to become more self-directed and autonomous learners (Lee, 2010;Oxford, 1990). Furthermore, research has shown that there is a positive relationship between the frequency of using cognitive processes and affective variables and the level of competence in different academic areas (Ansarin, Zohrabi, & Zeynali, 2012;Oxford, 1990;Ting & Chao, 2013). Moreover, cumulative research has found positive impacts of cognitive processes and affective variables on academic achievement (e.g., Strang, 2014;Ting & Chao, 2013).…”