Reflections of the education of a current word teaching model: Class teachers 'opinions and suggestions regarding the F.R.I.E.N.D.S model

Language is one of the most basic elements of communication. From the past to the present, the agreement of societies throughout the history of humanity, the transfer of cultures and the human being as a social being have all been realized by language. One of the most basic building blocks of being able to share our thoughts with others, to have a say in society and to provide communication, which is indispensable for humanity, is words. Vocabulary is the key for an individual to express himself/herself in the best possible way. Vocabulary knowledge creates vocabulary. Vocabulary is the historical background and culture of a nation. For this reason, while analyzing a society, the vocabulary of that society should also be examined. The mentality of individuals in a society, gaining prestige, having the infrastructure to perform basic language skills depend on the vocabulary formed by the existing vocabulary. Vocabulary is one of the important factors affecting children's social skills and academic success. Because vocabulary is the basis of reading, writing, listening and speaking skills. In order to have these skills, vocabulary teaching should be carried out within the framework of a solid teaching. It is very important to contribute to the vocabulary by increasing the number of recognized words of the students. In this context, it is clearly seen that current and effective vocabulary teaching models and approaches are needed. When the literature is examined, it is stated that the F.R.I.E.N.D.S model provides a comprehensive vocabulary teaching. The F.R.I.E.N.D.S model aims to contribute to the placement of permanent words in the vocabulary without being compressed within a certain teachable moment. The aim of this study is to introduce the F.R.I.E.N.D.S model, which was created to improve the vocabulary of the students, to the classroom teachers with a four-session training and to consult the opinions and suggestions of the classroom teachers about the applicability of this model to primary school students after the training. Each step of the F.R.I.E.N.D.S model, which aims to develop vocabulary during the education process, which was carried out in four sessions, was presented to the teachers in detail. In this training, both theoretical information and sample activities are included in order to enable teachers to better understand the F.R.I.E.N.D.S model. Case study, one of the qualitative research methods, was used in the research. The study group of the research consists of classroom teachers who are teaching in the province of Bartın in the spring term of the 2020-2021 academic year. In the research, semi-structured "Interview Form", "Observation Form" and "researcher's diary", which were prepared by the researcher by seeking expert opinion, were used as data collection tools. The data were obtained by content analysis, one of the qualitative data analysis techniques. The findings were transferred to the MAXQUDA 20 program and coding was provided through the program. As a result of the research, the participating classroom teachers stated that the steps of the F.R.I.E.N.D.S model were applied independently of each other, the physical conditions of the classroom were provided, which are the necessary conditions for the application of the model, the academic achievement levels of the students were important for the application of the model, and it was necessary to provide sufficient course time. However, the classroom teachers participating in the research stated that the steps of the model are open to development and that it can be applied in the vocabulary teaching process in the primary school period. Various suggestions were made on the basis of the findings obtained from the research. Keywords: vocabulary teaching, vocabulary, F.R.I.E.N.D.S model, classroom teachers.