Investigating the Most Frequently Used Vocabulary Learning Strategies among Iranian EFL Learners

Learning vocabulary in the second language requires the use of vocabulary learning strategies which have been receiving much attention in the field of second language learning (Schmitt, 2000). In the present study, the researcher examined 68 university students responses to a questionnaire adapted from Vocabulary Learning Strategies Questionnaire (VLS) by Schmitt (2000). The participants all took part in a General English course in Islamic Azad University, Falavarjan Branch. The frequency of their use of vocabulary learning strategies and their perception of the strategies’ usefulness was evaluated based on their choices in the questionnaire. The results indicated that the frequency of vocabulary learning strategy use, can influence on students’ choices as the most useful vocabulary strategies. The most frequently used and most useful vocabulary learning strategies from the questionnaire results were as follows:1) analyzing the affixes and roots of new words, 2) analyzing the word by breaking down the sound segments, 3) repeatedly saying the words , 4) remembering words together with the context, 5) asking classmates for the meaning of the word. In general determination strategies were adopted as the most frequently used strategies and metacognitive strategies were the least frequently used strategies. Furthermore, the Iranian EFL learners were rated as moderate VLS users.

Keywords:

vocabulary learning strategies (VLS) , EFL learners , strategy