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Abstract
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This study tries to investigate the relationship between vocabulary learning strategies and vocabulary breadth and depth knowledge of Iranian EFL learners and any potential relation and interaction between these two variables. The research method of the study was quantitative method and the population of the study was Iranian EFL students. Thus, 106 participants both male and female were selected from University of Mohaghegh Ardabili and Islamic Azad University, Ardabil branch. Participants also filled out Schmitt’s vocabulary learning strategies questionnaire (VLSQ). McLean’S., & Kramer’s, New Vocabulary Level Test (NVLT) and Batia Laufer and Paul Nation’s, meaning recall tasks to measure of breadth of vocabulary knowledge and John Read’s Word Association Test for measuring depth of vocabulary knowledge (DVK) were used to collect data. Structural equation modeling was employed to assess how vocabulary learning strategies predicted breadth and depth of vocabulary knowledge. The results showed that different types of strategies can have very different predictive powers over different types of vocabulary knowledge. The mnemonic strategies of form and association demonstrate significant positive relations to both vocabulary breadth and depth, while the mnemonic strategies of image/ picture and the cognitive strategies of repetition and word list show either insignificant relations or significant negative relations to vocabulary breadth and depth. All in all, vocabulary learning strategies, particularly the mnemonic strategies of form and association, may enhance both vocabulary breadth and depth.
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