Second language learning starts with learning and using its words. When learners know how to use the basic or common words of the target language, they can communicate better and thus master the receptive and productive skills of the language. In the light of this interpretation, English instructors started using literary works to expand the learners’ vocabulary and achieve the learning outcomes. In this regard, the use of short stories for vocabulary acquisition and instruction is an effective strategy that help both learners and teachers achieve their goals and purposes. This study is descriptive delving into the utilization of short stories in teaching and learning vocabulary. For language learners, their level is determined by the words that they know, both their meaning and use. In addition, it is not enough to know the dictionary meaning of the words alone. Words have two levels of meaning: literal and emotive meaning. Literal meaning is the denotative or surface meaning that learners learn from dictionaries. On the other hand, emotive meaning is the connotations or implications that the words signify. They are also called textual and contextual meaning. The study suggests that both levels should be taught as both are used in both written and spoken discourses.