摘要：AbstractThis study investigated the impact of Lexically-Based Language Teaching (LBLT) on Iranian high-school students’ English achievement. Sixty students participated in a pre-test-post-test quasi-experimental design. Within 16 weeks, new words of the English textbook were taught to the control group based on traditional techniques of teaching vocabulary such as translation and explanation. Meanwhile, new words were taught to the experimental group using LBLT techniques including noticing/recording language patterns and collocations and working with concordancers. The results showed a significant difference between two groups’ achievement in favour of the experimental group in learning vocabulary and reading but not in grammar.
关键词：Lexically-based language teaching;achievment;EFL;concordancers ;
