TO DETERMINE WHETHER AURAL-VISUAL LEARNING OF VOCABULARY IN CONTEXT IS MORE EFFECTIVE THAN ONLY VISUAL LEARNING, AND TO CONTRIBUTE STATISTICAL BASIS TO THE ASSUMPTION THAT AURAL FAMILIARITY WITH THE LANGUAGE FACILITATES MORE EFFICIENT LEARNING AND RETENTION OF VOCABULARY, A PROJECT WAS UNDERTAKEN AT EARLHAM COLLEGE THAT INVOLVED TWO GROUPS OF FIRST-YEAR COLLEGE STUDENTS. USING ERICH MARIA REMARQUE'S "DREI KAMERADEN" AS THE TEXT (WITH INTERLINEAR ENGLISH TRANSLATION AND A PHASING OUT OF VOCABULARY ITEMS AFTER THE TENTH OCCURRENCE), GROUP ONE READ THE MATERIAL ALONE FOR THE FIRST EIGHT WEEKS, AND IN THE SECOND EIGHT WEEKS READ WHILE SIMULTANEOUSLY LISTENING TO TAPES OF THE SAME TEXT. GROUP TWO DID THE SAME THING IN REVERSE ORDER. WRITTEN VOCABULARY TESTS WERE ADMINISTERED IN THE FIRST, SECOND, FIFTH, AND SIXTH WEEKS OF EACH 8-WEEK TERM, AND DICTATED TESTS IN THE OTHER FOUR WEEKS. RESULTS SHOW THAT, EXCEPT FOR THE SLIGHT POSITIVE EFFECTIVE OF TEXT WITH TAPE REINFORCEMENT IN THE SECOND TERM, THE EXPERIMENT DID NOT PROVE THAT THE USE OF TAPES AS AURAL REINFORCEMENT HAD ANY SIGNIFICANT EFFECT OVER THE TEXT ONLY METHOD. RECOMMENDATIONS ARE INCLUDED, AS WELL AS TABLES AND GRAPHS ON STUDENTS' LANGUAGE ABILITY, GROUP AVERAGES, AND TEST SCORES. (SS)