the interactive relationship between learning style, depth and breadth of vocabulary knowledge

It is believed that vocabulary is an important part of language learning to extent that without learning vocabularies, the learners are not able to communicate in a second language fluently. the present study aimed at investigating the relationship between learning style, breadth and depth of vocabulary. to do this, 200 learners with an intermediate proficiency level were being studied. they were given tests and questionnaires to measure their breadth of vocabulary, dept of vocabulary and their learning style. the results show theorist, reflector and activist, as three different learning styles, provide the basis for increasing and improving breadth of vocabulary knowledge. similarly, theorist, reflector and activist provide the better depth of vocabulary knowledge; whereas, pragmatics learning style shows a decreasing relationship to breadth and depth of vocabulary. theses findings could have implications for teachers, learners and english language teaching policymakers.