The Effect of Three Consecutive Context Sentences on EFL Vocabulary-Learning‪.‬

Introduction In recent years we have witnessed the publication of a substantial number of books devoted to vocabulary-learning research (Bogaards & Laufer, 2004; Carter & McCarthy, 1988; Coady & Huckin, 1997; Lewis, 1993, 1997; Nation, 2001; Singleton, 1999). As Singleton remarked, this reevaluation of the role of vocabulary in second-language acquisition (SLA) is a reflection of a similar shift toward recognition of the great potential of vocabulary in linguistics. This reinvented conception of the role of vocabulary is driven by the realization that a great deal of the difficulty experienced by second-language learners relates to lack of vocabulary.