Ebrahim Abbaszadeh - Khatamolanbia University, Tehran, Iran

Vocabulary learning is one of the major challenges foreign language learners face during the process of learning a language. One way to allay the burden is to help learners become independent through instructing some useful vocabulary learning strategies (VLS). The present study was an attempt to compare the effect of three VLSs namely word-part strategy, wordcard strategy, and context-clue strategy on Iranian third grade high school students' immediate and delayed English vocabulary retention. To this end, ninety students participated in the study who were studying at three high schools in Tabriz. In order to make sure of their homogeneity,the researcher administrated a Preliminary English Test (PET). Based on the results, twenty students in each class were selected as the participants of the study. These three intact classes were then randomly assigned into three experimental groups, each receiving one type of vocabulary learning strategy. Then, 60 words were given to the students as a pretest in order to sort out 40 unknown words to teach. To see the effects of teaching vocabulary using three strategies mentioned above, the necessary instruction was given. At the end of the last session of the treatment, an immediate posttest and after four weeks a delayed posttest were given to each group and then their mean scores were compared through ANOVA. The analysis of the results revealed significant difference in the efficacy of context-clue strategy compared to the word-card strategy in the immediate posttest and significant difference in its efficacy comparedto both word-part strategy and word-card strategy in the delayed posttest. Findings of the present study are useful for EFL teachers, learners, language institutes, schools, and universities.

word parts, word cards, context clues, learning vocabulary