Vocabulary Learning Strategies used by Second Year English Specialization Students at Yadanabon University

The aim of this research paper is to explore vocabulary learning strategies used by Second Year English Specialization Students at Yadanabon University. The objectives of this research paper are to analyze the student's vocabulary learning strategies according to Schmitt's Taxonomy and to find out the most frequently used strategies and the least frequently used strategies. In this research paper, 105 Second Year English Specialization Students studying in the second semester of 2016-2017 Academic Year at Yadanabon University are used as the participants. The 25-item questionnaire are used to ask about the frequency of the use of vocabulary learning strategies. The questionnaire used in this research are constructed by the researcher with some adaptations from Schmitt's Taxonomy of vocabulary learning strategies (1997). The data are analyzed by using The Statistical Package, SPSS program and by finding out frequency percentages and means. In analyzing the data, it is found that in six categories, the participants most frequently used strategies is Metacognitive Strategies at the highest mean score (2.60) and the least used strategy is Social (Consolidation) with the lowest mean score (1.78). Nevertheless, The findings will be advantageous to teachers to develop effective vocabulary teaching and to provide students, with appropriate vocabulary learning strategies