The learners’ breadth of knowledge on the English language is greatly attributed to their strategies of finding meaning to new words and their verbal dynamism to address immediate needs as a member of an academic and cultural community. Employing descriptive design using adopted and expert validated questionnaires and checklists, this study aimed at ascertaining the English language learning scheme and its correlation with sociolinguistic intelligence among 50 randomly selected respondents representing 90.91% of the English major teacher education students of a state university in Cagayan Valley, Philippines in SY 2014-2015 using means, percentages, and correlational procedures at 0.05 level of significance. This educational venture unveiled that the respondents employed paralinguistic definition (4.21, always) over pragmatic (4.11, often), structural (3.72, often), and referential (3.69, often) definition strategies while a majority of them displayed normal verbal activity (39 or 78.00%). Positive significant correlations transpired as the respondents’ English language learning scheme was tested with sociolinguistic intelligence along with metacognitive, cognitive, motivational, and behavioral intelligence. Hence, the respondents’ definition system and verbalism could improve their sociolinguistic intelligence thereby indicating a favorable degree of their maturity, awareness, or capability to grasp more directly what happens around them, thus think and act more appropriately.