This study examines the effects of different presentation models in English vocabulary teaching and learn- ing by means of the Latin Square Design experiment. The study results reveal that the three presentation models, namely literal meaning, pictures/comics/videos, and incidental acquisition context, produce no different effects on the short-term memory of the target words, but they produce different effects on the long-term retention of the recep- tive knowledge and productive knowledge of the target words. The three presentation models also show different effects on the retention of nouns,...
