One of the most important prerequisites for being able to use a foreign language in practice is mastering as extensive a vocabulary as possible. Although foreign language research has increasingly focused on this topic for some time, it has not yet been able to provide clearly substantiated teaching recommendations that promise successful vocabulary acquisition, especially in larger, heterogeneous learning groups. Against this background, Neda Teymoortash presents a comprehensive study she conducted on vocabulary teaching in foreign language classes at Philipps University Marburg. The aim was to determine how effective the three teaching concepts of Suggestopedia, the communicative bilingual method, and Total Physical Response are in practice, and which of them achieves greater success in terms of learning and retaining foreign language vocabulary. The author focuses on the results of this study and the implications for foreign language teaching and language teaching research.