摘要：The purpose of this study is to determine whether teaching vocabulary learning strategies to learners explicitly helps them improve their vocabulary knowledge. One hundred pre-intermediate preparatory class students were chosen randomly to participate in the study. The control and the experimental group were administered the pre-questionnaire and pre-proficiency test before the treatment. The analysis of the data obtained from those suggested that two groups do not have a statistical difference in terms of vocabulary proficiency (p = .407) and use of vocabulary learning strategies. The treatment, consisting of two-hour lessons a week about vocabulary learning strategies, took eight weeks. The subjects were given the post-questionnaire and the post-proficiency test and the results suggested that the control and the experimental groups had a statistical difference (p = .023) after the treatment process.
