he effects of teaching with word-based technique on activities on the process of developing secondary school students' vocabulary


Thesis Type: Doctorate

Institution Of The Thesis: Ataturk University, Eğitim Bilimleri Enstitüsü, Türkçe ve Sosyal Bilimler Eğitimi Anabilim Dalı, Turkey

Approval Date: 2016

Thesis Language: Turkish

Student: MELİKE ULUÇAY

Supervisor: Muhsine Börekçi

Abstract:

This study was conducted to analyse the effects of teaching with Word-Based technique on the process of developing secondary school students' vocabulary by using, the "pre-test post-test control group design as a quasi-experimental study method". The research was carried out with 2 experimental groups and 2 control groups, from high and low quality schools. The study group consisted of 64 students who had been educated in two high and two low quality secondary schools in Erzincan. As the first step, a pre-test was applied to evaluate the students' vocabulary and at the end of the process a post-test was applied, to evaluate the development of vocabulary. These two tests were done by analyzing the writings of students. The data obtained from the written expressions of students were transferred to computer environment and then text repositories were created. Worlds listed according to their frequency of occurrence with simple concordance 4.07. For each group, a list was created for pre-test post test such as the list of words,reiterative, idioms-proverbs, contact statements and slogans. Mostly frequently used 100 words were highly important. Thus, considering the context, meanings of first 100 words of each group were identified according to Turkish Dictionary. These lists identified how often the students used the words (more or less) according to their vocabulary and also evaluated in terms of the variety of meanings of the words used on written expression. Results showed that, frequency of use of words, idioms-proverbs, contact statements and slogans were increased with the low quality school's control group, when the post-test was compared to the pre-test. With the high quality school's control group, use of the words, idioms-proverbs and reiterative were also increased. These results indicate that these word teaching methods prepared to establish an awareness of language are more effective than traditional methods in terms of the development of vocabulary. Key Words: Vocabulary, teaching words, strategies of learning words, activities to teach words.