A research on the i̇mprovement of target vocabulary of primary 3rd degree school students

In this research, advisory activities on the 3rd degree students' improvements on vocabulary have been prepared and implemented within the scope of activity research. The main goal of the research is to identify the vocabulary components used in the written expressions of the 3rd degree students primarily and to determine what kind of changes arise from the activities that are appropriately improved for vocabulary learning strategies on the students' using style of the existing vocabulary. In line with this purpose, in order to identify the usage level of every single student's vocabulary component primarily in the working group, preliminary test composition practices which include alternative issues were given to the students. Having identified the students' vocabulary components through preliminary test composition practices, activities regarding the strategies which aim to learn lexical meanings were recorded to be on the preparation phase. 10 activities were improved by using the strategies of learning lexical meaning, and these activities were turned into lesson plans. Moreover, working forms were prepared for every single activity and Vocabulary Improvement Book which is able to guide the research was composed by uniting with the lesson plans. During the research, lexical education was conducted by Vocabulary Improvement Book which includes the activities prepared. The activities in the book were implemented on the students during 10 weeks. 2 lesson hours were allocated for every single activity. In the first lesson, the activities were done with the students and in the second lesson; consolidation of lexical learning was intended through the activities in the working forms. During the research, every single activity and working forms to be implemented on the students each week were given to the students and they were collected in the product files at the end of activities. In the research, in order to answer the question of "Is there any significant difference between the vocabulary component lists of the students in terms of improvement?" the same composition studies were given to the working group students again as the latest test composition practice. From the beginning to end, it was identified that the 3rd degree students have used 5579 equivalent words for 4535 words, 51 equivalent reduplications for 6 reduplications, 77 equivalent idioms for 16 idioms in their written expressions. Furthermore, it was also identified that the students have preferred 23 words of target vocabulary, 5 of reduplications, 4 of idioms by including them to their producer vocabulary which they learnt in the latest composition practice.This circumstance indicates that vocabulary components that are learnt during the activities which were formed for vocabulary learning strategies, reflected to their written expressions.