Abstract

Vocabulary learning has long been considered as one of the essential components for developing language learning. However, language learners are required to not just concern about memorizing definitions but also integrating vocabulary meaning into their present knowledge. Many strategies such as direct or indirect ones may be integrated to enhance vocabulary acquisition. Subsequently, the current reserch was an attempt to investigate the effectiveness of implementing direct versus indirect vocabulary learning strategies on vocabulary acquisition of pre-intermediate language learners. To fulfill the aim of the study, sixty students were selected and assigned into two experimental groups (A & B) based on a vocabulary pre-test. During the study, group A was taught vocabulary through direct strategies (i.e., Structured reviewing, Using mechanical techniques) while group Bwas taughtvocabulary through indirect strategies (i.e., Organizing, Discussing your feelings with someone else) for developing their vocabulary storage in reading comprehension. At the end of the research, all the participants were given another vocabulary test. The results indicated that the direct group (A) outperformed the indirect group (B). The results showed that direct strategies at pre- intermediate level can lead to higher achievement of vocabulary storage in reading comprehension.

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