Abstract:
The main objective of this study is to assess vocabulary learning strategies (VLSs) used by
high and low achievers. Fifty four respondents (27 high achievers and 27 low achievers)
who were attending 11th Grade at Jorgo Nole Preparatory School (JNPS) in 2005(E.C.)
were involved in the study. Instruments employed were a five points Likert scale
questionnaire adapted from Schmitt’s (1997) VLSs questionnaire, open-ended questions
and interview. Data obtained through the questionnaire were analyzed using Statistical
Package for Social Sciences (SPSS) version-16.0. Frequency, percentage, mean and t-test
were employed to analyze the data obtained through questionnaire, while the data
obtained through open-ended questions and interview were analyzed qualitatively. The
study showed that there is a relationship between the students’ perception and their
language achievement, and that there is a significant difference between the high and the
low achievers regarding VLSs they used since many of the high achievers ‘Usually’ and
‘Always’ used almost all of the strategies provided, whereas many of the low achievers
‘Never’ and ‘Rarely’ used the majority of the strategies provided to discover the meanings
of new English words and to consolidate the words they have learned. Finally, it is
recommended that English language teachers should facilitate the teaching learning
conditions in which the high achievers can help the low achievers practice different VLSs
that help them to learn and consolidate new English words in order to speed up their
English language acquisition.
