Story-based Vocabulary Teaching

This paper aims to investigate the effects of stories as contexts on vocabulary recognition and retention. We hypothesize that using stories can be much more effective than using traditional techniques. In order to test our hypothesis an experimental group and a control group were formed. The experimental group was taught vocabulary items through stories while the control group was taught the same vocabulary items through traditional techniques. The post-test and retention test verify that both groups improved in terms of vocabulary recognition and retention but the experimental group scored significantly higher than the control group.