Helping learners to overcome the problems involved in learning second language vocabulary has always been, and still is, a major concern of many teachers. Numerous attempts have been made to address this concern, resulting in a multitude of vocabulary teaching techniques. However, it appears that the large number of vocabulary teaching techniques is turning into a new concern for language teachers. Today, the challenge many teachers face is which of the teaching techniques is more effective on L2 vocabulary learning. In an attempt to address this issue, this book aims to investigate the effects of isolated, integrated and synonym generation techniques of vocabulary instruction on EFL learners' vocabulary comprehension and production.