Vocabulary Learning Strategies and Vocabulary Knowledge among EFL Tertiary Learners: Match or Mismatch?

Abstract

This paper reports the findings of a research study which aimed to identify the range and frequency of vocabulary learning strategies (VLS) students use in two departments at Al: Zawia University in Libya. Using a vocabulary learning strategies questionnaire, findings showed that students in both departments used discovery strategies such as using dictionaries and guessing meaning from context more frequently than consolidation strategies such as practicing in groups, making word lists, or guessing vocabulary knowledge. The findings of this paper provides several implications for English language teaching in Libya and elsewhere.