The effect of typography on teaching English vocabulary

This dissertation reports the findings of a study which aimed to investigate the effect of using typography on the teaching of English vocabulary. An experimental research method was used to this aim. The sample of the study consisted of 67 fourth-year primary-school students. These students were divided into an experimental group (n=33) and a control group (n=34). Prior to the application, a pre-test was applied to both groups to determine the familiarity of the vocabulary items and to select the 18 items which would be used. The face validity and reliability of the vocabulary teaching materials, which were typographically prepared by the researcher, were approved by field experts before being used with the experimental group. The control group were taught the same vocabulary items by the same teacher using materials which were not typographically prepared. After three weeks of teaching, the post-test was applied to both groups. The data gathered from the pre- and post-tests were subjected to statistical analysis.The results of the research show that the scores of the students of the experimental groups were statistically significantly higher than the students of the control group. This would suggest that the students in the current sample learned the given vocabulary items more successfully when the proposed typographical foreign language vocabulary teaching materials were used. Also the study shows that there was no significant difference between the two design methods used in the practice. Suggestions have been also given for the future research depending on the results of the research.