Contribution of context based vocabulary teaching method to word acquisition

This research aimed to determine the contribution of the fourth-grade students to the use of context-based vocabulary teaching to the word achievements. A quantitative model with qualitative support was used in the study. This study, which is quantitative because the "pretest-posttest control group" experimental design was used, was supported by a qualitative method in which interview techniques were also used. Three different data collection tools were used in the research: These tools are intended to collect the data of pretest and posttest-persistence test developed by researchers. Students need to use target words in sentences triple likert form and primary school fourth grade students aimed at identifying ideas about the context-based vocabulary teaching methodology and open-ended questions Semi-structured interview form. The study was conducted with two different study groups: First working group consists of fourth grade students studying at Mehmet Hüseyin Öncel Primary School Ortaklar/Germencik in AYDIN in 2016-2017 Education and Teaching Year and 25 experimental groups selected by appropriate sampling method and 25 control groups, a total of 50 students. The second working group consists of 25 students from the experimental group interviewed about context-based vocabulary teaching method. After experimental and control groups were created pretests were applied to all groups. Four weeks after the pretests, the target words are given in the control group by finding and printing the meaning of the word in the dictionary, for the experimental group, the target words are given by context-based vocabulary teaching method. The application was made in 10 lesson hours in different days and different time periods. Four weeks after the end of vocabulary teaching, by applying posttests to the same groups with the same measurement tools, data obtained from pretest and posttest paired samples were analyzed by t-test. In order to measure the permanence of the learned words, after the last four weeks after applying the last test, the data collection tool applied to the experimental group students was applied again. The retention test data were analyzed by Pearson Moment Correlation. Finally, semi-structured interview form was applied to the students of the experimental group in order to learn their thoughts on the context-based vocabulary teaching method. The data obtained from the interview form were interpreted with thematic coding technique. According to the results of the research, it is determined that context-based vocabulary teaching method, is more successful than the word teaching by finding the meaning from the dictionary and writing the meaning of the word. It has been achieved a result taht context-based vocabulary teaching method contributes to the vocabulary acquisition of learners and to the permanence of words, students enjoy this method by finding this method fun, enjoyable, different and have reached the result that they want to continue learning vocabulary by this method. This result, will provide context-based vocabulary teaching take place in Turkish teaching programs to be prepared, by helping to regulate the achievements under the heading "Developing the Word Presence" in Turkish textbooks to be printed and in various teaching materials to be designed. In addition, this study will provide insight during the vocabulary teaching studies about benefitting from the context to teachers who are practitioners of this field. Keywords: Vocabulary Teaching, Vocabulary, Context Based Vocabulary Teaching.