الفهرس 
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Abstract
The current study aimed at enhancing vocabulary learning of the preparatory stage pupils by using some Brain-Compatible Teaching Strategies (BCTSs). The study adopted a quasi-experimental design employing two groups (experimental and control). The design included an independent variable (BCTSs) and a dependent variable (vocabulary learning) which was measured by the Vocabulary Learning Test (VLT). The sample consisted of 61 male students from third year of Belqas Preparatory school for boys, in Dakahlia Governorate, where 30 pupils represented the experimental group, and 31 pupils represented the control group. The BCTSs were administered to the experimental group for six weeks. Results of the study revealed that there is a statistically significant difference between the mean scores of the experimental group and the control group in the post-test of the VLT in favor of the experimental group. In addition, there is a statistically significant difference between the mean scores of the pre-test and post-test of the experimental group in the overall VLT in favor of the post-test. These results showed that BCTSs had a positive effect on the pupils’ vocabulary learning. Finally, a number of recommendations concerning the use of BCTSs, vocabulary learning and teaching, and course design were presented.