A research on the effectiveness of turkish language lesson vocabulary teaching practices using multisensory stimuli

There is a significant relationship between words and concepts. When words are expressed, the concepts which they point out are envisioned. In other words, the description of the concepts in mind is realized through words. Consequently, as the words in the person's vocabulary increase, so does the concepts. For the enrichment of word knowledge, vocabulary teaching has a great place. Vocabulary teaching improves the individual's reading, writing and comprehension skills. In this context, vocabulary teaching is not only important for the Turkish language lesson, but for the whole life of the student. The importance of vocabulary teaching has made it a subject to be addressed. Turkish language lessons are one of the courses that extend students' vocabulary. There is a significant relationship between the development of students' basic linguistic skills and their vocabulary. As the student's vocabulary increases, his speaking, writing, reading and listening skills will also improve. Hence, activities that improve vocabulary in Turkish language lessons where mother tongue teaching is done will contribute to the other courses of the students and improve their linguistic skills. This significance of vocabulary teaching also reveals the significance of the study. The main objective of this study is to determine the effectiveness of vocabulary teaching with multisensory stimuli. By presenting suggestions about vocabulary teaching, the applicability of vocabulary teaching with multisensory stimuli will be explained, thus it will contribute to the literature. In the research, pre-test and post-test control group research design, which is a quasi-experimental method, was used on the experimental and control groups. First, 200 words will be determined from the 5th grade Turkish language lesson textbook of the Ministry of National Education. Approval will be obtained from three experts regarding the suitability of these words for the research. In this study, one of the purposive sampling methods, the stratified purposeful sampling method was used. In the research, there will be two research groups consisting of experimental group and control group consisting of students who attend the 5th grade in the 2018-2019 Academic Year. Prior to the application, Personal Information Form will be applied to the students to collect demographic data first. And then Reading Attitude Scale, Writing Attitude Scale, Reading Self-Efficacy Perception Scale and Written Expression Self-Efficacy Scale will be applied. Following with the application of vocabulary teaching using multisensory stimuli with the experiment group. The control group will continue the vocabulary teaching with the traditional method. After the vocabulary teaching process, the Reading Attitude Scale, Writing Attitude Scale, Reading Self-Efficacy Perception Scale and Written Expression Self-Efficacy Scale will be re-applied. In order to learn the permanence of effectiveness, the same scales and "Follow-up Test" were applied to both groups again after the summer vacation. The data were analyzed using SPSS statistics program. Confirmatory factor analysis was used to determine the validity of the scales and to separate the scales into meaningful factors. Independent sample t-test was applied to test the problems of the research. With this test, it was examined whether the experimental group and the control group differ statistically significantly in terms of the measured variables. As a result of the research, it has been determined that teaching vocabulary with multiple stimulants provides a significant increase in active and passive vocabulary learning, positively affects attitude towards reading and writing, increases reading and writing self-efficacy skills and is effective in the long term. The research is important in that it emphasizes that the classical methods used during the teaching of vocabulary to 5th grade students are insufficient and that it is necessary to switch to vocabulary teaching methods with multiple stimuli. It is noteworthy that with the introduction of the word teaching application with multiple stimuli, students reveal that their vocabulary will be enriched in a shorter period of time. Keywords: Vocabulary, Vocabulary Teaching, Multisensory Stimuli