The relationship between learning strategies and vocabulary attainment in learners of English as a foreign language

Abstract

Vocabulary plays a major role in communication. Several studies have shown that lack or misuse of vocabulary can lead to misunderstandings and that vocabulary depth and size greatly affect one’s ability to use the target language. Due to its size and complexity, the acquisition of new lexical items is a continuous process that happens inside and outside of the classroom. Bearing this in mind, students must not only rely on exposure to the language but actively use learning strategies for the improvement of their vocabulary and consequently language proficiency. This work was based on previous research done in the field of vocabulary studies (NATION, 2020), Learning strategies (OXFORD, 1990) and Vocabulary learning Strategies (YONGQI GU, 2020). Moreover, it aims to analyze the data collected through a questionnaire answered by students of English as a Foreign Language. Its importance lies in the fact that by understanding what learners are currently doing, it can be possible to perceive what students already know and what can be improved so as to help their vocabulary learning process. The main question that guides this study is “What strategies are being used by students of English as a foreign language to help them improve their vocabulary knowledge?”. Some of the most important findings were the relationship between what students find most difficult and what they are least exposed to, that the majority of students do not plan their own learning, preferring to be told what to do and relying more on the teacher’s guidance.These findings were important for they show that one of the topics that need more attention in language and vocabulary learning is students’ autonomy.