摘要：AbstractThe followers of audio-visualism state that applying audiovisual aids would lead to an improvement in learners’ vocabulary achievement. The aim of the present study was to examine the effect of audiovisual aids on the vocabulary learning of young Iranian EFL learners. The research was designed so that it would provide answers to the following question: Do Picture into Picture audiovisual aids have any effect on the vocabulary learning of young Iranian EFL learners?In order to answer the above question, two classes, each consisting of 30 learners, were selected at random. One of them was considered as the experimental and the other as the control group. To check the homogeneity of the subjects, a University of Cambridge Test consisting of 45 items was given to the subjects in the very first session. The vocabulary test (pre-test) was also given to the subjects in the first session and the post-test (vocabulary test) in the last session of the semester. After the first and during the succeeding sessions, the experimental group went through using audiovisual aids, i.e., watching and listening, watching and copying, listening and drawing, looking and drawing, and so on. The results obtained throughout the study indicated there was a significant difference between the means of pre-test and post-test of the experimental group. Thus, the null hypothesis was rejected.
