The Relationship between Iranian Upper-Intermediate EFL Learners’ Contrastive Lexical Competence and Their Use of Vocabulary Learning Strategies

International Journal of Foreign Language Teaching and Research

مقاله 7، دوره 7، شماره 28، خرداد 2019، صفحه 105-120   

نوع مقاله: Research Papers

نویسندگان

Ehsan NamazianDost¹؛ Mina Fatahi²؛ Sajad Shafiee^{* 1}

¹Department of English, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran

²Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran

چکیده

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.

کلیدواژه‌ها

Contrastive lexical competence؛ vocabulary learning strategies؛ vocabulary learning