This study is a descriptive style in scanning model and it is about determining the strategy the students in middle school use for learning vocabulary while they are learning a foreign language (English). The population of the study consists of middle school students in the city center of Kayseri. Stratified Sampling was chosen as a sample choice. Accordingly, while the sample was being chosen, the school type was first considered and 1 private school, 1 high-level 2 middle and 2 low socio

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... mical schools were preferred. In the study, Foreign language word learning strategy was used, which consists of 6 factors and 32 codes and developed by Kocaman ve Cumaoglu (2014) who based the subscales of the strategies in language learning of Oxford (1990) . The data obtained was analyzed in SPSS Statistics programme. According to the findings of the study, it was concluded that about learning word strategies, students expressed their opinions as using memory, cognitive, complementary and social strategies in the level of "I seldom use", and metacognitional and affective strategies in the level of "I often use". As a result of the study, statistically, in terms of gender variables there was significant difference for girls who preferred to use memory, cognitive, meta-cognitive, affective and social strategies while learning vocabulary. There was no significant difference about using complementary strategy as statistically. Also, the students in high-socio economical schools used the strategies in learning vocabulary more extensively than other students in middle and low socio economical schools. Rubin (1987) , divides these strategies into three categories; learning, communication and social due to their contribution to acquire a language. Learning strategy contributes acquiring a language directly, while communication and social strategies do it indirectly. Recently, two main strategies, cognitive and meta-cognitive have been discussed. Cognitive learning strategies focus on direct analysis, translation or learning materials which are indispensable in the process of problem solving and acquiring a language. Meta-cognitive strategies focus on the knowledge of cognitive process, the order and function of the knowledge through planning, observation and assessment process (Wenden & Rubin, 1987) . Rubin divides cognitive learning strategies into 6 basic categories (Wenden & Rubin, 1987) .  Making it clear / Verification: It is the strategy that students use to verify the new language.  Prediction / Inductive Outcome: It is the strategy that students use their knowledge and concepts in order to acquire a new grammar.