چكيده لاتين :
This study was an attempt to explore the effects of EFL studentsי L2 proficiency and age on their overall pattern of vocabulary learning strategy use. In order to conduct the study, two hundred and thirteen language students (112 male and 101 female) from different levels of language proficiency and different age groups (13-60) took part in the study. Two instruments were used in the study. First, a truncated test of TOEFL was used to classify the students into three proficiency levels and then a 56-item vocabulary learning strategy questionnaire was used to elicit information on the strategies used by the students to learn vocabulary. Several statistical analyses were conducted to analyze the obtained data. Through factor analysis, strategies were loaded in four factors and were named as cognitive, relational, social, and contextual. The results showed that both proficiency and age had some effects on the use of vocabulary learning strategies. Students with higher proficiency tended to use cognitive strategies more than the other two proficiency levels. Moreover, it was found that as studentsי age increased, their use of cognitive strategies increased while their use of social and contextual strategies decreased.
