Vocabulary Learning Strategies at the Tertiary Level

In order to achieve full academic and professional potential, experts in different professional fields need to be highly proficient in English. This implies full mastery of vocabulary as an essential part of language knowledge. The present study explores most and least frequently used vocabulary strategies employed by 120 business and engineering students from the University Department of Professional Studies, University of Split, Croatia. Further, the relationship between vocabulary learning strategy (VLS) use and students' vocabulary knowledge is analyzed together with differences in VLS use and vocabulary proficiency across disciplines. The results of the study suggest that the most frequently used are context-based vocabulary learning strategies, and least employed are self-initiated independent vocabulary learning strategies. The findings reveal a statistically significant negative correlation between formal VLS and receptive vocabulary knowledge and positive correlation between context-based VLS and productive vocabulary knowledge. The study also suggests that there are statistically significant differences in the level of students' proficiency on vocabulary tasks as well as in their VLS use. In conclusion, the importance of providing students with VLS instruction should be emphasized to make them aware of appropriate strategy use. Consequently, students would be able to self-direct their language learning.