SKBI 6004 Research Methodology Investigating the effect of Vocabulary Learning Strategies on Iraqi students Vocabulary Knowledge ANFAL SABEEH HAMOOD P71843

Introduction  Learning English language as a foreign or second language needs lexical knowledge which plays a vital role to learn this language effectively.  Vocabulary acquisition makes second language learners (L2) adept in accurate meaning, spelling and derivations (Ramírez, Chen, & Pasquarella, 2013).

Problem Statement  Vocabulary knowledge dependents on vocabulary learning strategies where most learners identify the acquisition of vocabulary as their greatest source of problems ( Abdo and Breen,2010)  Teaching vocabulary learning strategies is given least attention in EFL classrooms (Abdo & Breen, 2010).  This study focuses in identifying the vocabulary learning strategies of EFL Iraqi students to enable English language instructors gaining a better understanding of it

Research Aims This research will achieve the following objectives:  Determine the vocabulary level of EFL Iraqi students.  Determine the relationships between different VLSs and vocabulary level of EFL Iraqi students.

RESEARCH QUESTIONS Q1; What is the vocabulary level of EFL Iraqi students? Q2; What is the relationship of current learning strategies and vocabulary level of EFL Iraqi students?

References  Abdo, I. B., & Breen, G.-M. (2010). Teaching EFL to Jordanian students: New strategies for enhancing English acquisition in a distinct Middle Eastern student population. Creative Education, 1, 39.  Abdulkareem, M. N. (2013). An Investigation Study of Academic Writing Problems Faced by Arab Postgraduate Students at Universiti Teknologi Malaysia (UTM). Theory & Practice in Language Studies, 3(9).  Francisco, A. E. (2013). My Teaching and Administrative Experience in the Middle East: A Cultural Perspective. MA TESOL Collection. from

References  Gu, Y., & Johnson, R. K. (1996). Vocabulary learning strategies and language learning outcomes. Language Learning, 46(4),  Ma, Q. (2013). Matching vocabulary learning process with learning outcome in L2 academic writing: An exploratory case study. Linguistics and Education, 24(2),  Ramírez, G., Chen, X., & Pasquarella, A. (2013). Cross-linguistic transfer of morphological awareness in Spanish-speaking English language learners: The facilitating effect of cognate knowledge. Topics in Language Disorders, 33(1),  Wu, L.-F. (2014). Technical College Students’ Perceptions of English for Specific Purposes Vocabulary Learning and Teaching. International Journal of English Language Education, 2(1), pp