Does the Method of Vocabulary Presentation Make a Difference?


  • Adina Levine
  • Thea Reves



Extensive vocabulary appears to be of utmost importance for the comprehension of academic reading material. Classroom materials as well as learners' self-reports indicate that whereas specialized terminology may not constitute difficulties to the student, it is the unfamiliarity with general vocabulary which seems to be the biggest problem in text comprehension. The purpose of the study was to investigate a. the effect of the method of vocabulary presentation on vocabulary acquisition and b. the inter-relationship of learner-factors and methods of vocabulary presentation in the retention of vocabulary. The study was carried out in the framework of a reading programme in English as a Foreign Language (EFL). The overall picture that emerged from the study confirmed the hypothesized inter-relationship between vocabulary acquisition on the one hand and method of presentation and learner-factors on the other. The data indicate different relationships in the case of long-term retention than in the short-term retention of vocabulary.




How to Cite

Levine, A. . . . . . . . . . ., & Reves, T. . . . . . . . . . . (1990). Does the Method of Vocabulary Presentation Make a Difference?. TESL Canada Journal, 8(1), 37–51.