An Investigation Of The Determinants Of Vocabulary Learning Strategies: The Case Of Grade 11 Students Of Sher Ethiopia Preparatory School, Batu Town, Oromia Regional State.

Abstract

The main objective of this study was to investigate the determinant vocabulary learning strategies (VLS) practiced in Sher Ethiopia Preparatory School of grade eleven students and English teachers respectively. The result of this study revealed that students might not use appropriate vocabulary learning strategies in line with the appropriate techniques stated in their text books. Thus, their vocabulary learning Strategies (VLS) could be determined by various factors. As a result, the outcome of the study showed that the absence of common understandings about the determinants of vocabulary learning strategies (DVLS) among students hindered the process of vocabulary learning. Social, situational and background knowledge of the students prevents learning and affected learners’ vocabulary knowledge. Therefore, teachers should consider this issue and give special support to students to use various types of vocabulary teaching strategies and techniques to improve students’ learning strategies and develop their English language vocabulary knowledge. In addition to this, vocabulary learning should effectively respond to all essential aspects of word knowledge since it does not know the meaning alone.