'Vocabulary learning practices and vocabulary learning outcomes Close, J. and B. Aarts. 2010. 'Current change in the modal system of English: a case study of must, have to and have got to' in U. Lenker, J. Huber and R. Mailhammer (eds.). The History of English Verbal and Nominal Constructions . Amsterdam: John Benjamins. Crystal, B. and D. Crystal. 2014. You Say Potato: A Book About Accents. London: Macmillan. Hinrichs, L., B. Szmrecsanyi and A. Bohmann. 2015. 'Which-hunting and the Standard English relative clause'. Language 91/4: 806-36. Saadi, S. 2005. Psychoraag. Edinburgh: Black and White Publishing. 5.2 Vocabulary learning practices and vocabulary learning outcomes: match or mismatch? Mario Lopez-Barrios Universidad Nacional de Cordoba, Argentina Introduction This talk reported on part of a research project which studied the impact of individual factors on the development of lexical competence. I aimed to determine the relationship between the lexical competence of adult elementary EFL learners and their reported use of vocabulary learning strategies (VLS), as well as the effect of the intensity of instruction. Subjects were 25 learners in both extensive (two hours a week) and intensive (six hours a week) courses; 12 were in the extensive course and 13 in the intensive. Lexical competence was measured through specially designed vocabulary tests, and strategy use was tapped by means of a structured questionnaire. For EFL teachers, knowing which VLS relate more significantly to lexical competence may help them to raise their learners' awareness and to enhance classroom practices. Lexical competence is a combination of different aspects of vocabulary knowledge, vocabulary use, speed oflexical access and strategic competence (Laufer 2005). In our study, lexical competence was determined by the students' performance in two tests designed on the basis of the course materials, and we considered an attainment of 70 per cent and above to be a good performance. VLS, one of the individual factors influencing lexical competence, affect the process by which lexical information is obtained, stored, retrieved, and used (Schmitt 1997). In our study we considered four VLS: dictionary look-up, memory, other vocabulary learning techniques and contact with the L2 outside class. Effect of the four VLS on lexical competence Regarding dictionary look-up, results re vealed that 48 per cent of learners with the best test performances always, frequently or sometimes used this VLS, whereas 76 per cent of learners used them regardless of their LC. Results here do not show a conclusive relationship between course type, lexical competence and strategy use. The second VLS involves different memory strategies learners were asked to select. Most learners with the best performances stated that they repeated the words aloud whereas other strategies like associating words with pictures, associating words with others that sound or look similar, and repeatedly writing the words were selected 115 López Barrios, M. (2017). Vocabulary learning practices and vocabulary learning outcomes: match or mismatch? En T. Pattison (Ed.), IATEFL 2016 Birmingham Conference Selections (pp. 115-116). Faversham, Kent: IATEFL