摘要：The purpose of the present study was to compare two techniques of teaching vocabulary to young Iranian EFL learners, namely still pictures and audio-visual aids, to find out if any of them was more effective than the other. In other words, this study was designed to seek answer to the following question: Are audiovisual aids more effective than still pictures on learning vocabulary by young Iranian EFL learners. In order to answer the above question, two classes, each consisting of 30 EFL beginner learners, were randomly selected among 128 students learning EFL in grade two at Imam Hossein guidance school in Zahedan, Iran. Since both groups were homogeneous, the vocabulary test (pre-test) was given to the participants at the outset of the study. One group received its instruction through audiovisual aids for teaching vocabulary while the other group was taught through still pictures. After ten sessions of instruction, the post-test (achievement test) was administered to both groups to see the effect of both instructional techniques. The obtained results through descriptive statistics (mean and standard deviation) indicated there was a significant difference between the group which was taught through pictures and the one which received audiovisual aids. In other words, using pictures was more effective than audio-visual aids in teaching vocabulary to Iranian EFL beginners. Thus, the null hypothesis was rejected and some recommendations are given at the end.
