Abstract
This study aims to compare the effect of vocabulary assistance in helping students understand lectures. In particular, it looks at the effect of giving students time to learn vocabulary, compared to the current practice of handing out vocabulary lists just before a lecture. In the study, one group was given a vocabulary list just before the lecture. Another group was given the same vocabulary list with translation one week before and took a dictation test just before the lecture. The latter group on average scored higher in comprehension tests of the lecture.
