Languages learning strategies and the vocabulary size

This Paper focuses on the investigation about Language learning strategies that second year students graduating in English Language, from Mouloud Mammeri University of Tizi Ouzou, declare to use with relation to their vocabulary size. To assess Language learning strategies we have used the model proposed by Oxford (1990) “Strategies Inventory for Language Learning (SILL). We have applied also, The University Word Level Test” (UWLT) form B, adapted by Beglar, et al (2000), to measure the vocabulary size by assessing the learners’ basic knowledge of common meaning of words. The vocabulary size results were divided into two groups, higher/ lower. Respectably, the first concept means that the students’ score is higher than the average of the correct definitions given by his colleague students, the second concept means that the students’ score is lower than the average of the correct definitions. The SILL and the UWLT were distributed to forty six (46) second year student from the English department. The study revealed that students used a wider range of direct and indirect learning strategies. However, the meta-cognitive strategies are the most frequently used among others. It was, also, found that the strategies often used by students with higher vocabulary size are different from those used by students with lower vocabulary size. The formers are distinguished by using specific strategies that require more efforts and time and lead to an effective learning, such as using English in different ways, making summaries, guesses. While the latter's are differentiated by making less effort in learning and using surface strategies, as rote memory and gesture strategies, that lead to surface learning.