| Summary: | 碩士 === 臺北市立教育大學 === 英語教學系碩士班 === 98 === The present study explored the vocabulary learning strategy (VLS) use and its relation to vocabulary size and lexical collocational knowledge of Taiwanese EFL university learners. Data were collected from 205 freshmen at Taipei Municipal University of Education. The participants took three tests: (1) one vocabulary size test (the VLT), measuring the participants’ vocabulary size, (2) one lexical collocation test (the CKT), measuring their knowledge of lexical collocations, and (3) one questionnaire (the VLSQ), administered to collect the students’ frequency use of the 68 strategy items divided into six strategy categories. The collected data were analyzed by using SPSS version 12.0, including descriptive statistics, Pearson product-moment correlations, and the independent sample t-tests. The results can be summarized as follows. First, the participants in general were moderate VLS users. They tended to use cognitive strategies most frequently and social strategies least frequently. Second, correlations of overall strategy use with both vocabulary size and collocational knowledge were significant and positive. However, the correlations of the VLS use with collocational knowledge were all lower than those with vocabulary size. Third, among all the strategy categories, metacognitive strategies had the highest but moderate correlations with both vocabulary size and collocational knowledge; social discovery strategies had the weakest correlation with vocabulary size and had no significant correlation with collocational knowledge. Fourth, there were significant differences in the uses of all the strategy categories between the high and low VLT learners. Finally, significant differences were also obtained in the uses of the five strategy categories (except for social discovery strategies) between the high and low CKT learners. It was also found that the use of metacognitive strategies could best discriminate the high VLT/CKT learners from the low VLT/CKT learners while the use of social discovery strategies could not discriminate the high CKT learners from the low CKT learners. Based on these findings, this study was concluded with both theoretical and pedagogical implications, the limitations of the present study, and some suggestions for future research.
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