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The purpose of this study is to investigate the effect of corpus-based approaches to vocabulary learning in high school. The study conducted a four-week long experiment where an experimental group was taught by corpus-based vocabulary learning techniques and a control group was taught by definition-based vocabulary learning techniques. After the experiment, the participants took vocabulary knowledge tests, which intended to measure the following two aspects: 1) knowledge of meaning and use of vocabulary, and 2) receptive and productive knowledge of vocabulary. As a result, the corpus-based vocabulary learning group showed better performance in the aspect of vocabulary use than the definition-based vocabulary learning. group. On the other hand, there was no significant difference between the two groups in the acquisition of word meaning. Also, the study found that corpus-based vocabulary learning had greater effects on the acquisition of both receptive and productive knowledge of vocabulary than definition-based vocabulary learning. Especially, the effects were found to be much more greater on productive knowledge of vocabulary than on receptive vocabulary knowledge. Implications for teaching are also discussed.