On the feasible bond between language learning strategies and vocabulary size of EFL learners

It has long been established that a large amount of vocabulary can be acquired with the help of learning strategies. Although a large body of research done by Nation (2001), Anderson (2002) and Zhao (2009) and some other scholars demonstrate that there is a positive correlation between vocabulary size and the training of metacognitive strategies of planning, monitoring and evaluation, it seems that there is still room to investigate the plausible relationship between these two variables further. Given this, the purpose of this paper is to examine whether there is a relationship between students’ ability to use language learning strategies and their vocabulary size. In so doing, 150 participants studying at Payame Noor University Centers in West Azarbaijan, Iran filled out Oxford’s (1990) Strategies Inventory for Language Learning (SILL) to elicit the type of strategies they prefer. Then, they sat for Vocabulary Levels Tests (VLT, Nation 1990) to measure their vocabulary size. Following the data collection stage, the researchers analyzed the data and performed a series of Pearson’s product moment correlation tests. The results showed that there is a positive correlation between strategy use and vocabulary size of EFL learners, that s to say, learners with richer vocabulary knowledge tend to employ more strategies. The results of the current study will be beneficial to English language teachers to develop effective vocabulary teaching and to provide learners with variety of useful language learning strategies. Besides, it can offer learners with some insights as to improve their vocabulary size by employing proper strategies.