Gholam-Reza Abbasian - Imam Ali University, Tehran, Iran
Fatemeh Farokhi - South Tehran Branch, Islamic Azad University, Tehran, Iran

Vocabulary is one of the most essential parts of each language so that many students have a lot of problems in development and retention of new vocabulary items. Many studies have focused on the effect of different factors and variables on vocabulary learning and retention. Moreover, there have been a lot of studies on lexical access. However,the literature suffers from comparative study of the lexical access models and the extent they might affect vocabulary learning. This study focused on two innovative strategies on vocabulary teaching and their effect on the student’s learning. 67 pupils were separated into two groups (34 and 33 students) and each group received a vocabulary teaching program focused on either hierarchical network model or spreading activation model. They were treated with 10 sessions of teaching and the difference between the score of a post-test (after treatment) and a pre-test (before treatment) defined the level of their performance on each teaching method. Results showed that the group which received hierarchical network model of vocabulary teaching had leaned the vocabularies better than the group which received spreading activation model of vocabulary teaching (scores were 79 vs. 69 for these two methods, respectively). The results were in accordance with other studies such as Richards and Renandya (2002), and other similar studies in similar fields of study such as Yang and Zhang, 2003 and Lee, 1998.

Spreading Activation Model; Hierarchical Network Model; Internal Lexicon; Lexical Access;Vocabulary Development; Vocabulary Retention