THE EFFECT OF VOCABULARY CONSOLIDATION STRATEGY TRAINING ON VOCABULARY LEARNING AND VOCABULARY CONSOLIDATION STRATEGY USE OF INTERMEDIATE IRANIAN EFL LEARNERS

This study investigated not only the significant differences between the vocabulary proficiency levels but also the differences between the use of vocabulary consolidation strategies of the students who received vocabulary consolidation strategy training and those students with no consolidation strategy training. This study was conducted in Tabriz Azad University with the participation of 50 female intermediate level first year ELT students who were in the age range of 18 to 21 during eight weeks. For the experimental group the instructional model of the Cognitive Academic Language Learning Approach was used to help learners and teacher in developing awareness of learning strategies. Data concerning strategy use gathered from pre- and post-questionnaires were analyzed quantitatively by using statistical procedures and the data concerning vocabulary proficiency level gathered from pre- and post vocabulary proficiency tests were also analyzed quantitatively. Data analysis indicated that strategy use and vocabulary proficiency level increased significantly after instruction. It might thus be inferred that vocabulary learning strategies should be considered to be included in the English language classrooms in the university-level Iranian EFL context and it also reveals that training vocabulary learning strategies may have a role to play in learners’ independence in learning vocabulary.