Vocabulary Learning Strategies: Identification And Analysis Of ‘contextual Guessing’ And ‘key Word Method’ By Algerian Students Of English

The present study aims at shedding light on two different vocabulary learning strategies: ‘contextual guessing’ and ‘key word method’. In so doing, the study investigates learners’ use of these strategies and attempts to suggest some pedagogical implications for classroom use. To achieve these aims, a questionnaire about language learning strategies in general and vocabulary learning strategies in particular has been administered to 31 third year students from the Teacher Training School of Constantine. Results of the questionnaire show that the majority of students rely on social strategies as well as determination strategies for getting new information, such as asking their teacher for explanation or clarification and guessing new words’ meanings from the context in which they appear. Moreover, learners in the population of the study report their use of a variety of strategies to consolidate new information. These strategies include some Cognitive strategies such as keeping a vocabulary notebook, in addition to some Metacognitive strategies such as using English language media like watching English movies and listening to English songs. Finally, the study suggests two methods for teaching the guessing strategy and the key word method through two sample lesson plans which can be implemented in the EFL classrooms.