Why some students learn vocabulary and other language-related information faster or more easily than others is an intriguing question for instructors and curriculum designers alike. Two models of Emotional Intelligence are compared based upon the ideas proposed in Salovey {\&} Mayer (1990) and Saklofske, Austin, {\&} Miniski (2003) to identify the relationship between salient intelligences of Multiple Intelligence (based on Gardner's nine domains), that is Linguistic Intelligence, Emotional Intelligence and Vocabulary Learning (Receptive Breadth of Vocabulary) among Iranian EFL learners. To this end, the study sought to find a relationship between EI and LI, EI and Vocabulary Knowledge, LI and Vocabulary Knowledge and whether LI is a predictor for EI and vice versa. An attempt was also made to determine which intelligences (EI or LI) can predict the learning of Vocabulary Knowledge and which dimensions of EI can predict LI and learning Vocabulary Knowledge. The findings of this study reveal that there is a positive relationship between EI {\&} LI, between EI {\&} Vocabulary Knowledge and between LI {\&} Vocabulary Knowledge, EI was found to be a potential predictor for LI and vice versa. Furthermore, multiple regressions showed that LI is a better predictor of receptive vocabulary knowledge than EI. Based on the findings, among all dimensions of EI, according to Saklofske, Austin, {\&} Miniski (2003), only Utilization can predict the variances in Vocabulary Knowledge and Social and Optimism had predictable value with LI. Moreover, based on Salovey {\&} Mayer's (1990) classification, ERO, AEO and EE had significant correlation with LI.