الفهرس 
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Abstract
This thesis aims to study the effect of four teaching methods for teaching and learning the vocabulary of the English language, and these methods are: the grammatical translation method, the phonetic and linguistic method, the overall physical response, and the communicative approach method. The message is divided into five chapters and the conclusion. The first chapter deals with an introduction to vocabulary and its importance. It also discusses the difference between known and unknown vocabulary, and how teachers teach vocabulary. This chapter also includes the objectives of the study and its hypothesis. This chapter includes studying the importance of vocabulary in second language teaching and learning, and it is also concerned with discussing some of the difficulties facing second language teaching and learning such as types of vocabulary, types of meaning, the role of the second language teacher and the role of motivating learners in the teaching and learning processes. The third chapter deals with methods of teaching and learning the vocabulary of the second language, to achieve this study through the use of four teaching methods, namely, the grammatical translation method, the phonetic and linguistic method, the total physical response, and the communicative approach. It also includes a discussion of techniques for presenting a second language vocabulary in this chapter. These include bilingual techniques that the first language learner can benefit from in conveying the meaning and function of the second language vocabulary. It also includes monolingual techniques that require the use of the second language to explain the new vocabulary to the learners. As for the fourth chapter, it is devoted to the curriculum followed in this study, which includes the data of the study, students, and the procedures used. In the fifth chapter, information is analyzed and interpreted. The sixth chapter includes the conclusion, the study results confirm that when teachers use different methods in the classroom, they create a good environment for students to feel motivated and learn better. Based on the results of the study, it is recommended to follow five basic principles for teaching vocabulary: First, teachers should provide independent vocabulary learning strategies. This helps students learn the words on their own, which in turn will bring them closer to word knowledge sufficient to successfully read academic texts. Second, teachers must evaluate the words to be properly taught in the classroom. Lists are a good way to identify the most frequent words. However, teachers also need to identify words that are useful for understanding the text. Third, language teachers must reuse vocabulary to varying degrees during a lesson, unit, or semester. This may not be an easy task in a short period of time, but if the words are re-read at different times during the classroom, students will have a greater opportunity to learn how to use the words, and as a result they learn better. Fourth: Teachers need to develop activities that enhance depth of processing and the learner’s engagement with the target words. The more that the learner has to do with a word, the more likely he will learn it. Fifth: Teachers need to present a variety of tasks that must take into account the concepts mentioned above, in addition to all the different aspects to know the words the learner needs, such as different meanings in different contexts.