摘要：Taking a pretest posttest control group design, the present study served as an attempt to compare the effects of two vocabulary teaching techniques (contextualization and decontextualization techniques) on the elementary Iranian EFL learners. To achieve such a purpose, 190 male and female language learners were randomly selected and assigned into two groups, a control group and an experimental group. In the control group, the new English words were presented in word lists associated with their Persian meanings and students were supposed to memorize them (a decontextualizing technique). In the other group, the new English words were presented in model sentences (a contextualizing technique). The data were collected using two reliable and valid tests as pretest and posttest: Each of them consisted of 15 equivalent multiple-choice items of vocabulary. The result of the study revealed significant differences between the two groups of the study. The experimental group outperformed those in the control group quite significantly on vocabulary memorization test. The experimental group also had a better performance on a sentence-making test than the control group though the differences were not significant.
