There is little doubt that vocabulary is one of the most indispensable components of any language. Previous research also suggests that various teaching techniques contribute differentially to L2 vocabulary development. This book is an attempt to shed further light on this issue by investigating the effects of selected presentation techniques including the keyword method, the peg word method, the loci method, argument mapping, concept mapping and mind mapping on L2 vocabulary comprehension and production. After a comprehensive review of the related literature, a detailed empirical analysis has been presented along with the tabular and graphical presentation of the findings, followed by a discussion of the results and the implications of the study. This book may prove very useful for practicing and prospective language teachers and all sorts of language learners.

Three of the most important aspects of L2 lexical knowledge include meaning, form (spelling), and pronunciation. Each of these aspects has been the focus of several studies. However, there seems to be a dearth of research as to which aspect of word knowledge is activated better in the mind of the learners in the retrieving process. The present book includes a theoretical review and an empirical analysis addressing this issue. The findings reported in this book can be useful for L2 teachers, researchers, and learners.

Ever since the advent of the concept of multiple intelligences, it has been the subject of much interest among researchers and educational authorities. There has also been a considerable amount of controversy among experts as to how it can influence our learning. On the other hand, vocabulary and reading comprehension, as two of the most fundamental elements of language have always been of interest to teachers.Examination of our current understanding of the relationships among MI, reading comprehension and vocabulary knowledge generated from prior studies indicates the need for a richer understanding of this relationship. The present study is an theoretical review and an empirical analysis of Multiple intelligences as predictors of L2 reading comprehension and vocabulary knowledge.

This book is a theoretical review as well as an empirical analysis of the effects of linguistic, formal, and content schema building activities on L2 listening and reading comprehension. In the first two chapters, the theoretical aspects of the issue are reviewed. The next three chapters elaborate on an empirical attempt to describe the nature of the relationships among the aforementioned factors. The results of the empirical analysis seem to suggest that although there are no statistically significant differences among the different types of schema building activities, they are all significantly more conducive to the development of both L2 listening and reading comprehension than the control condition. The findings of the present study may have theoretical as well as practical implications for language learners, teachers, and syllabus designers.