Wilkins (1972), an early advocate of the communicative approach, made it clear that learning vocabulary is as important as learning grammar. Whether or not the learner has reached a near-native level of language can be judged based on their ability to use and pronounce collocations well. It is argued that lexical competence is at the heart of communicative competence and according to Verhallen&Schoonen (1998), this lexical competence can be a “predictor of academic success” (P. 452). Allen (1983) also emphasizes this view by stating that “lexical problems frequently interfere with communication; communication deteriorates when people do not use the right words” (P. 05). In another statement, Wilkins (1974) states: “Without grammar very little can be conveyed, without vocabulary nothing can be conveyed.” The role of vocabulary is so important that Lewis (1993) stated that “vocabulary is at the heart of language.” Richards (1976:77) explains the role of vocabulary in the light of eight hypotheses concerning the nature of lexical competence, and he suggests these hypotheses. should be kept in mind when teaching vocabulary. Some of its hypotheses related to this study are summarized as follows.