Résumé:
The present study investigates the vocabulary learning strategies most/least used and perceived useful by 150 undergraduate Algerian students (75 males and 75 females) who are learning English as a foreign language. A lucid consideration is drawn on the approaches adopted while dealing with vocabulary. The instruments administered are questionnaires, think aloud process, classroom observation, vocabulary levels test and a survey. The data is then examined according to three main theories: Schmitt’s taxonomy (1997, 2000), Sanaoui’s classification (1992, 1995) and Clouston research (1996). The former examines the use and usefulness of vocabulary learning strategies, and the latter pores over learners’ approaches to vocabulary.
Ultimately, the findings indicate that determination strategies are the most used and social strategies are perceived as very useful. The study also reveals that few students share a common organized way of dealing with lexis while the majority are conspicuously less systematic in their practices.
