摘要：The present study investigated the effect of two types of teaching methods on the retention of unfamiliar words. Sixty-six university students having either auditory or visual learning styles participated in teaching method environments which were either visual or aural. The retention of the vocabulary items was measured by tests of recall and recognition immediately after each training session, and after one week. Data analyses indicated that: 1) the subjects with visual style of learning retained vocabulary items they had learned visually better than the items they had learned aurally, but the subjects with aural style of learning did not show better retention for items they had learned aurally, 2) all the subjects retained visually presented items better than aurally presented items in the immediate and delayed tests, 3) the type of test, that is, recognition or recall, did not have any significant effect on the retention of visually/aurally-presented items , 4) the participants performed better in recognition test than in recall test for both aurally- and visually-presented items, 5) memory loss was greater for visually learned items compared to aurally learned items after one week
