Vocabulary as a major component of language learning has been the object of numerous studies each of which has its
own contribution to the field. Laufer (1997) states that vocabulary learning is at the heart of language learning and
language use. In fact, it is what makes the essence of a language. Vocabulary learning is an intrinsic part of language
teaching. A number of researchers agree that there is very little research carried out in the field of vocabulary
learning (Folse, 2004; Hunt & Beglar, 2005) and that the most effective means of vocabulary learning is still unclear

(de Groot, 2006).

In the literature of English language teaching and learning a recurring theme has been the neglect of vocabulary. It
was often given little priority in language programs and was often left to look after itself and received only
incidental attention in textbooks and language programs (Hedge, 2008; Richards & Renandya, 2002). In the past of
language teaching, vocabulary learning and teaching were given little importance. As Moir and Nation (2008) write,
at one time it was widely assumed that lexical instruction is not essential as it can happen by itself; therefore, the
teaching of vocabulary was not popular (Nation, 1990). However, nowadays, the significance of vocabulary and its
significance in learning a language have become more accepted. Griffiths (2003, 2006) points out, for example, that
recently the significance of teaching vocabulary has been aknowlwdged.