This article discusses vocabulary learning strategies used by students of Slovenian as a second and foreign language when learning vocabulary. Its aims are 1) to define the vocabulary learning strategies, 2) to identify which strategies are most frequently used, and 3) to determine whether there are differences in the use of the vocabulary learning strategies depending on the level of Slovenian proficiency. The initial hypothesis is that the respondents use vocabulary learning strategies relatively often, and that the frequency of use increases in the direction of formal vocabulary learning strategies → self-motivated vocabulary learning strategies → spontaneous vocabulary learning strategies, in accordance with progress in language proficiency in the direction of A1 → A2–B1 → B2 → C1–C2.
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