Abstract:

The ultimate goal of teaching Turkish as a foreign language is to improve students’ communication skills. Achieving competency in these skills requires having sufficient vocabulary. Strategies for teaching vocabulary can help achieve the specified competency. The problem sentence of the research is “Does the word book strategy have an effect on vocabulary teaching in teaching Turkish as a foreign language?” constitutes the question. The study used a pre-and post- test group model from the actual trial models. The vocabulary notebook strategy was implemented in the experiment group while it was not used in the control group. The pre- and post-test data were obtained with the "Vocabulary Success Test" developed by the researcher. Expert opinion was received for the validity of the test, and the KR-20 for reliability was found to be 0.93. After the pre-testing, the vocabulary notebook strategy was implemented in the experimental group by the researcher for seven weeks. In the control group, vocabulary teaching was performed by a different teacher with traditional methods. Two weeks after the implementation in the experiment group, the post test was conducted in both groups. For data analysis, the following tests were performed using IBM SPSS Statistics 26 package program: KR-20 for the reliability of the test, percentile (%) for the data of the experiment group, Mann Whitney U and Wilcoxon signed ranks test for the data of the experiment and control groups. The following results were reached in the study: There was no significant difference between the two groups before the application. There was a significant difference between the two groups in the means of pre-and post-tests. According to the post-test results, a significant difference was found between the two groups. The strategy of keeping a notebook in vocabulary teaching improves vocabulary.

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