The present study explored the vocabulary learning strategies used by Iranian EFL learners and Marine Engineering (ME) students by using the categorization of vocabulary learning strategies proposed by Schmitt (1997). A vocabulary learning strategies questionnaire was administered to 30 EFL learners and 43 ME students. Then, the strategies used by each group were determined and the two groups were compared with each other. It was found that both groups used determination strategies more frequently than social strategies for discovering a new word's meaning. The most frequently used discovery strategy by both groups was found to be " bilingual dictionary ". The second and third most frequently used strategy for discovery by EFL learners and ME students was found to be " monolingual dictionary " and " guess from textual context " , respectively. It was also revealed that EFL learners used memory strategies more frequently than other strategies for consolidating the meaning of new words and ME students used cognitive strategies the most frequently. Both groups were found to use " verbal repetition " more frequently than all other consolidation strategies. The second most frequently used strategy by EFL learners was " use English-language media " whilst for ME students they were " written repetition " and " word lists ". The comparison of the strategy use by the participants in the two groups showed no significant difference.

Japan This article discusses the effects of repetition (1, 3, 7, and 10 encounters) on word knowledge in a carefully controlled study of 121 Japanese students learning English. The study is innovative and original in several aspects. (1) The study uses 10 tests to measure knowledge of orthography, association, grammatical functions, syntax, and meaning and form. (2) The study controls for several different numbers of repetitions. (3) The study controls for type of context in which the word occurs. (4) The study makes use of nonsense words to replace frequently used words in authentic text. (5) The study examines word knowledge acquisition at different levels. The results showed that greater gains in knowledge were found for at least one aspect of knowledge each time repetitions increased. If learners encounter unknown words ten times in context, sizeable learning gains may occur. However, to develop full knowledge of a word more than ten repetitions may be needed.

Vocabulary knowledge is a basis for language education and use as well as for achieving higher order language skills. It is also regarded as the key component of language education. It is believed that knowledge of Vocabulary Learning Strategies (VLSs) can be an effective device for understanding vocabulary. In this quasi-experimental study, the participants were divided into experimental and control groups. The Quick Placement Test was used to select sixty Iranian female students. Two strategy types (rote and mnemonic) were employed in the experimental groups and learners were instructed thirty vocabulary items from Barron''s 1100 Essential Words during three sessions. These strategies were not instructed for the control group. Finally, an immediate and a delayed posttest were conducted. The collected data were analyzed both descriptively and inferentially through ANCOVA. It was found out that the group which used mnemonic strategy, rather than rote-based learning strategy,...