The Relationship between Iranian Upper-Intermediate EFL Learners’ Contrastive Lexical Competence and Their Use of Vocabulary Learning Strategies
الموضوعات :
Ehsan NamazianDost
1
(Department of English, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran)
Mina Fatahi
2
(Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran)
Sajad Shafiee
3
(Department of English, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran)
الکلمات المفتاحية: vocabulary learning, vocabulary learning strategies, Contrastive lexical competence,
ملخص المقالة :
Regarding the vital role of lexical competence as an important requisite for the attainment of full mastery of the four language skills, this study tried to investigate the relationship between Iranian EFL learners’ contrastive lexical competence and their use of vocabulary learning strategies. To fulfil this objective, 60 Iranian upper-intermediate male and female language learners were selected based on the results of an Oxford Quick Placement Test (OQPT). Afterwards, the researcher administered the Contrastive Lexical Competence Test (Ziafar, 2017). After carrying out the CLC test, the participants answered the Questionnaire of Vocabulary Learning Strategies. The questionnaire adapted from the taxonomy of vocabulary learning strategies (VLS) developed by Schmitt (1997). After analyzing the data, it was revealed that determination strategies were the most frequently-used strategies of the five vocabulary learning strategies, followed by cognitive strategies. Moreover, the result indicated that the relationship between CLC and vocabulary learning strategies was a strong positive one and this relationship was of statistical significance. The implications of this study can make teachers aware of the importance of choosing an appropriate strategy of vocabulary learning for language learners to pave the way of improving lexical knowledge for them.
