A Comparative Study of Rehearsal and Loci Methods in Learning Vocabulary in EFL Context Touran Ahour Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran Sepideh Berenji Department of Public and Basic Science, Osku Branch, Islamic Azad University, Osku, Iran Abstract—Effective learning in foreign language settings depends on acquiring a large number of vocabularies. This study intended to compare two vocabulary learning methods known as loci and rehearsal methods to find out which one leads to better retention and recalling of words. Employing a quasi-experimental research, 80 learners from two intact classes in Islamic Azad University, Osku Branch, Iran, were randomly selected as the experimental and control groups. For the purpose of vocabulary learning, the experimental group trained in loci method while rehearsal strategy training was used in the control group. At the end of each session of the treatment, multiple-choice vocabulary tests were used to measure whether the participants can recall the lexical items from their short-term memory. A delayed multiple-choice posttest of vocabulary was also used in order to compare vocabulary learning among two groups four weeks after the treatment. Implementing Independent Samples t-test, the results indicated that experimental group was better than control group in retention and recalling of lexical items in immediate posttest. It was also found that the loci method was more effective than rehearsal in permanency of lexical items in long term memory. Syllabus designers and textbook writers can consider different learning strategies in designing vocabulary books by taking the learners’ proficiency level into account. Index Terms—loci method, long-term memory, rehearsal method, recall, retention, short term memory, vocabulary learning I. INTRODUCTION Managing learning appropriately by learners in EFL contexts is what appears to be necessary for effective learning. In EFL classes there is an intense exposure to information and also a need to remember a lot of data. Therefore, what is important for EFL students is to use strategies to succeed in the complex task of learning a language. According to William and Burden (1997) some of these strategies are used consciously and some of them are used unconsciously. One thing that is agreed upon to be an essential part of mastering a language is learning vocabularies. EFL students are dependent on their memory skills in order to process and remember a large input of new vocabularies in their long term memory. In Iranian setting like other foreign language settings, one of the main issues is how to teach new vocabularies. Students mostly complain about their inability to learn and use vocabularies. The new vocabularies should be taught and presented in such a way that students can learn them easily. Nattinger (1988) recommends mnemonic techniques as the best tool to learn and remember vocabularies in EFL and ESL contexts. Loci method and rehearsal are two mnemonic techniques which have been developed to help learning through repetition and context. Therefore, the aim of this study was to investigate which technique (loci or rehearsal) is the most appropriate one in EFL classes. II. LITERATURE REVIEW A. Foreign Language Settings and Vocabulary Learning Recently language teachers and researchers recognized the fact that vocabulary learning is an important aspect in language classes to investigate. As Tavakoli and Gerami (2013) state, experienced teachers of English as a second language know very well how important vocabulary is and that vocabulary learning is at the heart of any language learning and language use (Laufer, 1997). Wilkins (1972) believes that without grammar, very little can be achieved, without vocabulary, nothing can be conveyed; therefore, as Zhan-Xiang (2004, p. 118) believes, “words of a language are just like bricks of a high building; despite quite small pieces, they are vital to the great structure”. Thornburry (2002) also represents the fact that to improve our English we need not spending too much time to study grammar but need to learn more vocabularies and expressions. Therefore, as Thornburry indicates little can be said with grammar but almost anything with words. However, learners usually admit that the greatest source of difficulty in learning classes is with vocabulary. In fact, the problem can be clearly stated as finding the best learning skills and strategies in learning, retaining and retrieving vocabularies. As Amiryousefi and Ketabi (2011) state, the most essential step to take in the process of language learning is choosing and deciding on required methods and strategies to memorize vocabularies in ESL and EFL contexts. The ISSN 1799-2591 Theory and Practice in Language Studies, Vol. 5, No. 7, pp. 1451-1457, July 2015 DOI: http://dx.doi.org/10.17507/tpls.0507.18 © 2015 ACADEMY PUBLICATION