University of Tabriz Journal of English Language Teaching and Learning 2251-7995 8 18 2016 12 01 Vocabulary Instruction Method and Specialized Reading Comprehension: Build a Bridge or Wash it away 43 63 17262 EN Azizollah Dabaghi University of Isfahan Adeleh Heidari University of Isfahan Hossein Barati Univerisity of Isfahan Journal Article 2016 10 04 The present study aimed to examine and compare the impact of teaching economic terms through etymological elaboration with three more conventional methods of vocabulary instruction in ESP courses in Iran, that is, teaching through contextual definitions, L1 translation, and implicit instruction on the learners' general comprehension of economic texts and their understanding of author's opinion. As for general comprehension, the performance of students on the reading comprehension test was not affected by vocabulary instruction method in the four groups. In other words, it seemed that there was no causal relationship between the vocabulary instruction method and general reading comprehension. Regarding author's opinion, the results showed a superiority of etymological elaboration over contextual definition, translation, and implicit instruction. https://elt.tabrizu.ac.ir/article_17262_dc8530da83dcc86512b4ac8a03275146.pdf