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Abstract Through multi-dimensional vocabulary knowledge tests based on Nation’s multi-dimensional vocabulary knowledge framework, this study explores the effects of modes of presentation on the acquisition of target words’ vocabulary knowledge of 95 non-English majors in terms of orthography, meaning and form, grammatical function, syntagmatic association and paradigmatic association. The results showed that the learners achieved significantly higher scores under the learning condition of semantic clustering on the productive knowledge as measured using grammatical function, syntagmatic association and paradigmatic association tests. Apart from those, the learners also got promising scores with respect to meaning and form under the learning condition of thematic clustering. Therefore, the study proves that vocabulary learning tasks determine what modes of word presentation to employ.
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2014, Vol. 0 
