Comparison of story-based and game-based vocabulary teaching in english lesson to secondary school students

In this study, the vocabulary teaching methods used in foreign language teaching are examined in terms of effective use of vocabulary. The main problem of the study is to investigate the effects of Story-based Vocabulary Teaching Method and Game-based Vocabulary Teaching Method on learning words bilingually, using words in sentences, writing words correctly, and reading comprehension levels. "Pre-test – post-test without control group experimental design" was used as experimental model. The experimental design of the study consisted of two experimental groups. The achievement test prepared by the researcher was applied to both groups as pre-test at the beginning of the research and as a post-test at the end of the research. The study was conducted in the 5th grade of a secondary school in Kayseri province in the 2014-2015 academic year. The study group consisted of 54 students, 27 students in the Experimental-1 group and 27 students in the Experimental-2 group. Students were in the 10-12 age group. There were 15 female, 12 male in the Experimental-1 group and 15 female and 12 male students in the Experimental-2 group. A total of 42 words from the "The Animal Shelter" and "Festivals" units were aimed to be taught. The study was completed in 8 weeks in total, 40 minutes per week. In the first week of the application, pre-test and in the eighth week of the application, the post-test were applied. It was concluded that there was a significant difference between the pre-test and post-test scores when the findings of the comparison of the pre-test and post-test scores obtained from the achievement-test of the Experimental-1 group were examined. Also, it was observed that there was a significant difference between the pre-test and post-test scores of the words in terms of levels of learning words bilingually, using words in sentences, writing words correctly, reading comprehension and pre-test and post-test scores increased significantly. It was concluded that there was a significant difference between the pre-test and post-test scores when the findings of the comparison of the pre-test and post-test scores obtained from the achievement-test of the Experimental-2 group were examined. Also, it was observed that there was a significant difference between the pre-test and post-test scores of the words in terms of levels of learning words bilingually, using words in sentences, writing words correctly, reading comprehension and pre-test and post-test scores increased significantly. It was concluded that there was no significant difference between the average scores of the pre-test – post-test difference scores of Experimental-1 and Experimental-2 groups obtained from the achievement test. Also, it was found that there was no significant difference between the two groups' levels of learning words bilingually, using words in sentences, writing words correctly, reading comprehension. When the literature is examined, experimental studies have been found in which the methods and techniques in which students actively take part are compared with traditional methods. It is thought that the number of experimental studies should be increased by comparing these techniques. Similar studies can be done with different age groups. Students' attitudes towards these techniques can also be evaluated. Experimental studies may be conducted in other areas of foreign language teaching, whether these techniques are as useful as in these areas or not. The study can also be conducted on other foreign language courses (such as German, French). Key Words: Teaching vocabulary, young learners, story-based teaching, game-based teaching