This essay aims to assess the efficacy of the Picture Word Inductive Model (PWIM) in the
acquisition of new English vocabulary for Swedish grade-4 pupils of a primary school in
southern Sweden. In this study, two aspects of vocabulary acquisition were concerned, namely,
the recognition of vocabulary forms (spelling and pronunciation) and general understanding of
word meaning in the short term. The pupils were divided into two groups and the methods were
tests; questionnaires and the data were analyzed both qualitatively and quantitatively. After
teaching lessons with the PWIM for one group and with using the word-list for the other closelevel
group, the results show that the group taught by the PWIM gained relatively higher test
scores and performed more actively and found the lesson more enjoyable in the classroom.
Teaching by the PWIM is found to be effective in learning the new English vocabulary of SLA
(Second Language Acquisition). Although this efficacy is not prominent, a larger sample size and
longer length of the cycles for the teaching of the PWIM would increase precision and will
probably provide a different result for the efficacy of the PWIM in further studies.