This study investigated the effects of two cognitive strategies, rote memorization and semantic mapping, on L2 vocabulary acquisition. Thirty-eight intermediate female EFL learners divided into two experimental groups participated in this study. Each experimental group used one of the strategies for vocabulary acquisition. After the four-month treatment period, a multiple-choice vocabulary post-test was given to the members of both groups to measure their progress in this area. The results indicated that, although both groups had improved their word storage, the difference between their mean scores on the post-test was not statistically significant. Therefore, it was concluded that, in spite of the energy and time devoted to preparing the semantic maps for each unit of instruction, this technique was not superior to rote memorization in helping the students to expand their word knowledge, thus casting doubt on the criticism targeted at rote memorization as a useful strategy for vocabulary acquisition.