Target vocabulary of fifth grade student and their Turkish dictionary

There is a great link between dictionaries and language education. They are the oldest known tools of language education. For example, the Assyrians, clay tablets they wrote to learn Babylon's language are some kind of bilingual dictionary. Until then, these works have been extensively used both in mother tongue education and foreign language teaching. When asked to a language learner, "Which is the most necessary resources?", one of the answers will undoubtedly be a dictionary. Because dictionaries are one of the first sources of reference when it comes to language problems. Especially in special cases such as the meaning, origin, type, syntactic features of the word, dictionaries have a role of savior and people want to apply to them immediately. The dictionaries need to be prepared in accordance with the expectations of the target groups in order to fulfill this mission and meet the expectation of the users. Presenting less of this expectancy is disappointing, giving more is a difficulty to use. Therefore, there has been a large increase in the number of researches that have measured and predicted the expectations of dictionary users since the 1970s. Works that take account of the data obtained from these researches have begun to be produced. However, both researches which measure the expectations of users, as well as dictionaries which is prepared taking into account the users are almost none in Turkey. In Turkey, dictionary preparation activities are carried out on the basis of linguistic skills and intuition of the authors rather than field research. In other words, the reference source does not contain the desired situation and is ignored in terms of meeting expectations. The most concrete observable sources of this fact are school dictionaries. In Turkey, especially school dictionaries is not based on actual field data in other words students' target vocabulary (lexicology). These dictionaries are based on a certain level of education (primary school dictionary,secondary school dictionary), provide an average vocabulary and inconsistent entry information. However, the school dictionaries should first include the headword of the items that the students meet while they are in the classroom, and the meaning, genre, origin and syntax of the words they learn in these classes. But it is not easy to achieve. After scanning student books and creating a compilation of the words they contain, it is necessary to lexify this compilation in the direction of student outcomes. In this study, it was considered that students need different dictionary for each class and it is aimed to prepare a dictionary suitable for use of 5th classes. For this, Turkish lesson and workbooks, which were taught in the 5th grade in the last three years, were accepted as the main sources and their vocabulary was listed by being scanned. There are a total of 8996 vocabulary elements in this list. 940 of these vocabulary elements belong to the private name. Therefore, the first group to be excluded from the dictionary became 940 private names. The rest of the 8056 vocabulary elements are not all the target vocabulary of the students. Then the words they already have, they will not be the information they seek. For this, it has been necessary to identify previously learned vocabulary elements and to uncover new words to be encountered. This data was obtained by scanning the Turkish lesson and workbooks in the 4th grade in three years. Thus, vocabulary elements common to both the 4th and 5th grades are not included in the prepared dictionary. This new list was accepted as the target vocabulary that 5th grade students should learn. All of this target vocabulary is an element of 3347 vocabulary, and they are all made headword. This number does not include exclamations, abbreviations, idioms and proverbs. Exclamations and abbreviations are used in the last part of the dictionary, not in the main text. Idioms and proverbs are regarded as elements of other dictionary types. When the exclamation and abbreviations in the back are included, a class-based student dictionary with 3402 item headwords emerged. The entries are prepared according to the outcomes stated in the Turkish Curriculum and the lesson and workbooks taught in the schools. For example; while the meanings per headword are written, only the number of meanings in the texts is satisfied. In describing these meanings, TDK Up-To- Date Turkish Dictionary is generally used. Examples of testimony were also prepared by moving from the texts. However, for the testimonies that can not be obtained from the texts, mainly TDK Up-To-Date Turkish Dictionary and other sources have been consulted. As a result, it is necessary to produce dictionaries suitable for each grade level so that the learners can easily find the information they seek, and quickly and accurately reach out to them. There should be dictionaries that are based on actual statements rather than general expressions such as the secondary school dictionary, the student dictionary, and built according to the needs of the target group so that resources that will positively support the quality of Turkish education in the schools have been uncovered. This study is an important step taken in the name of dictionaries which will positively support the quality of Turkish education.