Shohreh Kashani - Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
Sajad Shafiee - Department of English, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran

A multitude of factors are involved in learning a second language, among which knowing ample vocabulary plays a crucial role. Despite many efforts for vocabulary learning, one of the first problems of foreign language learners, especially Iranian EFL learners, is how to commit lots of foreign words to memory. The present study aimed to compare three vocabulary learning strategies (flashcard strategy, sentence writing method, and vocabulary notebook strategy) with the traditional way of vocabulary learning (repetition) among Iranian elementary EFL learners to find out which one was the most efficient approach to vocabulary learning and best increased long-term retention of meaning. To do this end, four groups ( three experimental groups and one control group) were chosen to take part in the experiment. The groups were all homogenized in the wake of administering a vocabulary pretest, and then each of the experimental groups was exposed to its pertinent treatment. After the completion of the experiment, and in the light of a vocabulary posttest, the results showed that there existed differences among the four strategies in terms of vocabulary learning and retention. In terms of vocabulary learning, the difference among the four groups was significant, but the difference on posttest which examined the long-term retention of the new vocabularies was not statistically significant. The study revealed that flash card strategy was the best strategy for vocabulary learning process among elementary level learners.

vocabulary learning strategies, flashcard strategy, sentence writing method, vocabulary notebook strategy, repetition