The Relationship between Learning Styles and Vocabulary Level

Abstract

Vocabulary knowledge is a key component for successful communication. In the last two decades, the concept of learning styles has been investigated with regard to various aspects of vocabulary knowledge. Therefore, the current study investigates the relationship between learning styles and vocabulary level. The current research aims at identifying the learners’ learning styles, investigating whether they have sufficient vocabulary knowledge at different word levels and exploring the relationship between learning styles and vocabulary level. In this research, it is hypothesized that learning styles correlate strongly with vocabulary levels. To achieve these aims, a descriptive study has been adopted following a quantitative paradigm. Accordingly, a correlational study was conducted on fifty eight (58) first year undergraduate LMD learners using a questionnaire and a test. The adapted and used learning style questionnaire included the visual, auditory, extrovert, introvert, global, particular, metaphoric and literal styles. Additionally, the adapted vocabulary test consisted of the 2000 word level, the 3000 word level and the 5000 word level. The findings revealed that first year undergraduate LMD learners belonged to different learning styles. However, the majority of the learners were visual, extrovert, particular and metaphoric. The results also revealed that the majority of learners have insufficient vocabulary knowledge in all the levels. Moreover, there was no significant relationship among learning styles and vocabulary levels. There were negligible and weak correlations, and there was only one moderate negative relationship between the literal style and the 2000 word level