چكيده
This research intended to investigate the relationships between vocabulary learning strategies (VLSs), vocabulary knowledge (recognition vs. production), and reading skills. To collect data for this study, 70 pre-intermediate and intermediate level EFL learners in private institutes in Rudsar were chosen based on convenience sampling. The present study is mostly based on Schmitt’s (1997) taxonomy adopted from Bennett (2006) to measure the participants’ uses of strategies for vocabulary learning. A C-Test was administered to assess the participants’ vocabulary production knowledge, and the recognition vocabulary test assessed the participants’ vocabulary recognition knowledge. Finally, three texts from the book Read This (3) were selected to evaluate the participants’ reading comprehension skills. The tests were conducted in three separate sessions in different private institutes. The collected data from the tests and the VLS questionnaire were entered into the Statistical Package for the Social Sciences (SPSS) version 26 for the statistical analyses. For the first two research questions, Pearson correlation tests were performed to examine the possible correlations between VLSs and vocabulary knowledge, as well as between VLSs and reading skill. For the third research question, Pearson correlation test was employed to investigate the correlation between EFL learners’ vocabulary knowledge and reading skills. The findings indicated statistically significant correlations between VLSs and both vocabulary knowledge and reading skill. Additionally, a strong correlation was observed between vocabulary knowledge and reading skill. Thus, higher vocabulary knowledge, whether in recognition or production, was strongly linked to improved reading skill. Furthermore, the results revealed that the learners are moderate strategy users. More specifically, they show more interest in using metacognitive strategies followed by determination, memory, cognitive and, social strategies. The study has pedagogical implications for English teachers and learners.
