The present study endeavors to investigate the impact of visual and etymological treatments on learning idioms among English language learners. Seventy-nine intermediate students at Rooz Academy Language School in Babol were selected from among a total number of 116 learners based on their performances on the Longman complete course for the TOEFL test to fulfill the purpose of the study. The students were then assigned into three experimental groups. Initially, a pre-test of idiomatic expressions including 48 idiomatic items was administered to the participants in all groups. During the instructional period, the groups were taught a group of abnormally decomposable idioms through different treatments, namely, visual, etymological, and a combination of visual-etymological elaboration. At the end of the instructional period, the participants in all groups were given a posttest which was the same as the pretest. The design of this study is quasi-experimental. The data obtained was analyzed using one-way ANOVA analysis. The results of data analysis revealed that the etymological treatment was more effective than visual aids on learning idioms among intermediate English language learners. However, the visual-etymological treatment was the most effective one. The findings of this study have implications for EFL teachers, students, and materials developers.

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This article is primarily bidirectional in that it is concerned with two cognitive styles of fielddependency/independency on the one hand and breadth of vocabulary knowledge on the other hand. In other words, the present research primarily intends to investigate the nature of the students' vocabulary knowledge in the field of passive and active knowledge of L2 words as a whole with regard to their preferred cognitive style of field-dependency/independency. A group of 60 undergraduate students majoring in the field of English translation was selected. They were then divided into two groups on the basis of their preferred cognitive styles of field-dependency/independency. Four types of tests, the 1000 frequency Word-Level Test, the passive version of the Vocabulary Levels Test, the productive version of the Vocabulary Levels Test, and the Group Imbedded Figures Test were administered to the participants. The conclusion drawn after the analysis of the data was that the participants in the fieldindependent group outperformed their field-dependent counterparts regarding both passive and productive vocabulary levels. Finally, the findings of this piece of research could be interpreted as being supportive of the idea that the cognitive styles of fielddependency/independency could be considered as an effective factor influencing the learners' vocabulary learning.

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