The purpose of this study was to effectively organize Arabic vocabulary learning activities in the field of education by comparison of Arabic vocabulary comprehension and expression with different compromise ratio of explicit and implicit learning methods. Comparative experiment was performed for total 36 second year students of Arabic language department at Hankuk University of Foreign Studies. The result showed that: (1) the group with 66.6% of explicit activities had a greater impact on learning than the group with 66.6% of implicit activities with regard to comprehension, while the latter group only had a significant effect on learning with regard to expression, (2) the group with 66.6% of explicit activities showed significant improvement in comprehension for both short- and long-term compared with the group with 66.6% of implicit activities, while there was no significant difference between groups in expression. Compromise should be required on both learning activities since effective vocabulary area varies depending on focused approaches even in one session consisted of compromised activities. (3) For the differences between the groups in vocabulary as time passed, the class with 66.6% of explicit activities showed consistent effect of learning on comprehension with time. The class with 66.6% of implicit activities provided short-term effect of learning on expression, but not for the long-term. These results suggest that effective implicit vocabulary learning activities should be provided continuously with regard to expression in order to maintain the effect on expression for long-term. Based on the above mentioned results, suggestions have been made as follows. Firstly, when discussing the effect of vocabulary learning activities, a compromise of explicit and implicit learning methods should be recognized as an effective teaching method rather than discussing which is more effective seeing both learning methods as mutually exclusive alternatives. In addition, more focus on explicit learning technique will be effective in elementary and intermediate levels with compromising both explicit and implicit learning methods since the study results showed that explicit activities provided more positive results in vocabulary comprehension and short- & long-term memory. Secondly, teachers should apply appropriate methods to each vocabulary area in the teaching field, based on the recognition that effective learning methods vary by vocabulary comprehension and expression. Thirdly, this study was performed for only one session consisted of compromised methods, therefore the further study will be needed on a variety of effectively compromised learning methods and the development of various explicit/implicit learning activities which can be used in the learning field will also be needed.