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We conducted this study to evaluate the efficacy on vocabulary acquisition of semantic mapping versus memorization strategies. Three classes of 4th and 6th graders at Seoul D Elementary School were divided into semantic mapping strategy group, memorization strategy group and one control group and given three weekly experimental classes over ten weeks. We conducted vocabulary tests to evaluate changes in receptive and productive vocabulary abilities. The data was analyzed using the one-way ANOVA and t-test of SPSS. Students were also given a questionnaire to study the effects of affective attitude. The results of the receptive and productive vocabulary tests showed more improvement in both test strategies over the control. Semantic mapping showed the most improvement of the three strategies. Semantic mapping strategy is particularly effective in improving long-term memory and productive vocabulary and upper level learners showed more improvement followed by middle level and lower level. Affective attitude showed the opposite order. This study suggests that the effectiveness of vocabulary learning strategy should be based on the level of learners and the learning situation.