The Relationship between Vocabulary Learning Strategy Preferences and Vocabulary Size among Iranian EFL Learners [PP: 103-110] Najmeh Maghsoudi (Corresponding author) Department of English, Maybod Branch Islamic Azad University, Maybod, Yazd, Iran Mohammad Golshan Department of English, Maybod Branch, Islamic Azad University, Maybod, Yazd, Iran ABSTRACT The present study was an attempt to explore the vocabulary learning strategy preferences among Iranian EFL learners. It also investigated the relationship between their vocabulary learning strategy use and vocabulary size. To this end, 90 Iranian EFL learners were selected as the participants of the study based on convenience sampling at Islamic Azad University, Kerman, Iran. The instrument used in the current study was Strategy Inventory for Language Learning (SILL) consisting of six different categories of vocabulary learning strategies. The other instrument was Nation’s vocabulary size test which assessed the learners’ lexical knowledge. In order to address the research questions, Freidman Test and Spearman Correlation were conducted. The results revealed that the most frequently used vocabulary learning strategy subgroup was metacognitive and the least frequent one was social strategy. Besides, no significant correlation was found between vocabulary size and vocabulary learning strategies except a small and reverse correlation between the vocabulary size and compensation strategy. The important implication of the study is that if students get aware of vocabulary learning strategies, they may develop their vocabulary size more easily and effectively. Keywords: Vocabulary learning strategy, vocabulary size, strategy preferences, Iranian EFL learners, SILL ARTICLE INFO The paper received on Reviewed on Accepted after revisions on 07/06/2017 10/07/2017 23/09/2017 Suggested citation: Maghsoudi, N. & Golshan, M. (2017). The Relationship between Vocabulary Learning Strategy Preferences and Vocabulary Size among Iranian EFL Learners. International Journal of English Language & Translation Studies. 5(3). 103-110. 1. Introduction Many researchers have admitted the important role of vocabulary in second language acquisition. According to Read (2000, p.1), “Words are the basic building blocks of language, the units of meaning from which the larger structures such as sentences, paragraphs, and whole texts are formed”. In this regard, Nation (2001) claims that learning vocabulary items plays a vital role in all language skills (listening, speaking, reading, and writing). Apparently without sufficient lexical knowledge, developing language skills seems questionable. Moreover, Wilkins (1972) states that the knowledge about grammar in a language is not sufficient if the learners do not possess the necessary vocabulary to convey their message and further emphasizes “While without grammar very little can be conveyed, without vocabulary nothing can be conveyed (p.97). According to Afghari & Khayatan (2017), ‘learning new vocabularies, which is one of the most important sub-skills of the language, seems to be a complicated process involving a variety of sub-processes and tasks demanding more elaboration to be internalized’. (P: 122). It is believed that lexical development is an integral component of second language learning and researchers have paid close attention to the need to develop this important subskill through the strategies to improve the language learners’ vocabulary known as vocabulary learning strategies (VLS). The shift from traditional teacher-centered approaches to modern learner-centered approaches made the learners more responsible and autonomous for their own learning. Studying the vocabulary learning strategies employed by the language learners emphasizes the students as the active participants who can take the responsibility of their own learning. Many