The Relationship between Korean EFL Learners’ Vocabulary Ability and Vocabulary Learning Strategies

Abstract

This study examined the relationship between EFL learners’ vocabulary ability level and vocabulary learning strategy use. The data for this study were collected from two survey instruments, a vocabulary test tool and a vocabulary learning questionnaire. The subject was a total of 450 Korean high school students and the survey was conducted from August to September of the 2006 academic year. The overall findings of the study revealed that there were some noticeable differences in using vocabulary learning strategies among three different groups. For example, the advanced and intermediate group tended to use a much wider range of vocabulary learning strategies more actively than the lower group. More specifically, the advanced group students had a tendency to employ all three of the strategies (e.g., discovery, memory, and cognitive strategies) more frequently than the intermediate and lower group students. This result indicates that the higher vocabulary achievement level students have, the more positive attitude they have in using vocabulary learning strategies, let alone the assumption that individual learners favor different strategies according to the various learner variables. To conclude, it also suggests several pedagogical implications for EFL learners, teachers, and teacher educators toward pursuing more effective L2 vocabulary acquisition in and out of the classroom.