The Relationship between Willingness to Communicate and Vocabulary Learning Strategies among Iranian EFL Learners Amir Marzban English Department, Islamic Azad University, Qaemshahr Branch, Qaemshahr, Iran Mojgan Firoozjahantigh English Department, Islamic Azad University, Qaemshahr Branch, Qaemshahr, Iran Abstract—Two of the variables apparently contributing to the processes of EFL achievement are Willingness to Communicate (WTC) and Vocabulary Learning Strategies (VLS). They seem to be fundamental among Iranian EFL learners due to the fact that semantics and its backbone—vocabulary—as well as the incentive or motivation, Willingness to Communicate (WTC)—influence the progress and improvement of the proficiency of Iranian EFL learners. Moreover, the review of literature clarifies the fact that few studies have tried to open up the relationship between these two variables, i.e. WTC and VLS. Hence, the present study explored the relationship between the WTC and VLS among Iranian EFL learners. Based on this, 137 intermediate Iranian EFL learners who were studying in a language institute in Tehran were selected as the participants of the study. They were asked to fill out two questionnaires including WTC and VLS. The finding indicated that there is a significant correlation between the two variables. The study provided some pedagogical implications for those who are concerned with language learning and teaching including language teachers, teacher trainers, syllabus designers, and EFL learners. Index Terms—Willingness to Communicate (WTC), Vocabulary Learning Strategies (VLS), EFL learners I. INTRODUCTION Willingness to communicate (WTC) is a notion which indicates the tendency by which individuals like to participate in communication and especially talking. In fact willingness to communicate denotes a relatively permanent temperament for talking and communicating which is considered as a personality type by researchers such as McCrosky and Baer (1985) or McCorsly and Richmond (1987, as cited in Simić, 2014). Barraclough, Christophel, and McCroskey, (1988) on the other hand, considering WTC as a situational variable, argue that WTC is not a stable factor and may change in different times by different individuals. Distinguishing between first language WTC and the one in second or foreign language, Macintyre, Dörnyei, Clément, and Noels (1998) consider a new representation and manifestation for WTC in the second or foreign language and reject the claim that the WTC in the second or foreign language is in effect, the representation of first language’s WTC. Macintyre et al. (1998) also point to the association between WTC and proficiency as well as anxiety. Considering the aforementioned issues demonstrates that WTC is a relatively complicated entity mainly affected by individual variables among which personality is paramount. Thereupon, some individual variables which apparently manipulate the process of second or foreign language acquisition in general and WTC in particular are the sets of learning strategies including vocabulary learning strategies (VLS). VLS is in fact a domain a domain of language learning strategies which refer to the contextualized conscious actions taken in order to tackle different language r-related problems in the process of communication. It is suggested that language learning strategies including vocabulary learning strategies may enhance language learning and acquisition (Oxford, 1996). Cohen (1998), on the other hand, refers to language learning strategies as the” processes which are consciously selected by learners, and which may result in action taken to enhance the learning or use of a second or a foreign language, through the storage, retention, recall, and application of information about this language “(p.5). There are a number of classifications for vocabulary learning strategies among which Gu and Johnson’s (1996) classification seem to be comprehensive and composed of three parts of vocabulary learning beliefs, metacognitive strategies, and cognitive strategies. Schmitt (1997), on the other hand, argues about two parts of strategies related to the discovery of the meaning of a word and strategies for strengthening the learned word. There is no doubt about the crucial role played by vocabulary learning in the process of language learning. Here, the role played by language learning strategies in general and vocabulary learning strategies, in particular become crucial. It seems that vocabulary knowledge is important for communication which may influence the confidence and even WTC. ISSN 1799-2591 Theory and Practice in Language Studies, Vol. 7, No. 11, pp. 1119-1125, November 2017 DOI: http://dx.doi.org/10.17507/tpls.0711.22 © 2017 ACADEMY PUBLICATION