EFL Teachers’ Choice: Frequency of Vocabulary Learning Strategies

This empirical study evaluated choose of three basis strategies in second language vocabularylearning by Iranian female high school teachers and aimed to compare teachers’ opinions andmethods about vocabulary learning strategies to what the percentage and frequency of theirselect is. The article starts with a description of some of the learning strategies. The method usedhas been qualitative interviews and questionnaire with thirty female high school teachers. Thenthe teachers answers are grouped into three categories (1) classroom activities with the focus onvocabulary; (2) methods of testing vocabulary acquisition; (3) vocabulary-related homeworkassignments. Content analysis was done to obtain the frequency and percentage of three basisvocabulary learning strategies (word card theory, behaviorist theory and incidental theory) andother strategies. The results in the tables and figures indicate that in the field of vocabularylearning strategies through the questionnaires and interviews, teachers prefer to use behaviorlearning theory more than other theories, 50%, and instead of that the percentage of usingincidental learning theory, 26%, and word cards theory, 24%, in below. Although the first threestrategies are more popular by in Isfahan, Iran, most of the female teacher prefer to use otherstrategies with the higher percentage, such as transition of meaning, 54%.

کلیدواژه ها:

EFL Classes ، Vocabulary Learning Strategies ، Frequency ، High School Teachers ، Female