The Relationship Between Language Learning Strategies and Vocabulary Size Among High School ELL Students

Reem Ibrahim Rabadi

doi:10.5539/ijel.v9n1p120

Abstract

This study inspects the relationship between language learning strategies (LLS) of 905 Jordanian high school ELL students and their vocabulary size. The data are collected through two instruments: First, a questionnaire of 35 items and 3 types of strategies (metacognitive, cognitive, and social-affective strategies) were adapted from the Strategy Inventory Learning (SILL, Version 7.0) by Oxford (2005) to evaluate language learning strategies. Second, the Vocabulary Levels Test (VLT): Version 2 by Schmitt (2001) to gauge the vocabulary size by measuring the 2,000 word-level, 3,000 word-level, 5,000 word-level, 10,000 word-level, and Academic Word (AWL) level of the students. The results of the descriptive analysis revealed that the students&rsquo; overall LLS was at a moderate strategy use. Concerning their use of strategies, the most used strategies were metacognitive, followed by cognitive strategies, and the least used strategies were social-affective strategies. In addition, the effect of their vocabulary size on the use of LLS was identified. Students with high vocabulary size applied more language learning strategies and specific strategies more than students with low vocabulary size. The students&rsquo; use of LLS had a positive and significant correlation with their vocabulary size. Students with higher vocabulary size were able to employ strategies to manage and control their learning, in addition, to observe their learning better than students with lower vocabulary size. All together for students to be better in learning English, they are required to enhance their vocabulary because of its substantial relationship with language learning strategies.

Highlights

The topic of language learning strategies in the English as a second language (ESL), English as a foreign language (EFL), and English Language Learning (ELL) classroom has captivated the interest of many researchers for many years
The statistical results implied that Jordanian high school ELL students apparently used language learning strategies frequently
The present study primarily investigated the use of language learning strategies by Jordanian high school ELL students and the relationship between LLSs and their vocabulary size

Summary

Introduction

The topic of language learning strategies in the English as a second language (ESL), English as a foreign language (EFL), and English Language Learning (ELL) classroom has captivated the interest of many researchers for many years. The accomplishments of language learners in learning a second or foreign language have motivated researchers to shed light on language learning strategies (LLS), irrespective to any teaching methods or learning strategies used (Brown, 2007). Different researchers have attempted to distinguish the use of LLS by “good language learners” and outcomes of these investigations demonstrated that good language learners employ more LLS than weak ones (See Altan, 2003; Bruen, 2001; Green and Oxford, 1995; O’Malley& Chamot, 1990; Stern, 1983; Rubin, 1975). May be associated with variant use in LLS among ESL, EFL, or ELL learners. Language learning strategies have been considered as a fundamental aspect to prevail over second or foreign language learning difficulties (O'Malley & Chamott, 1990)

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