Abstract
The purpose of this study is to determine classroom teachers' views on applications regarding vocabulary teaching in Turkish Course. In this regard, a qualitative research design was implemented and, the participants of the study were twenty primary school teachers. The qualitative data were gathered through constructed written interview form including open ended questions, and the researchers aimed to investigate teachers' views on applications regarding vocabulary teaching and also immediate concerns encountered during this practicum The findings of the thematic analysis highlighted some sub-themes and concepts, and the following main themes: Explanations and applications regarding the curriculum, the sufficiency of text-processing steps, methods and techniques and the use of resources of the course, mass media and the effects of environmental and familial factors. The results of the study show that the teachers have different views on the explanations and applications regarding the curriculum, do not have exact information about number of the acquisitions related to vocabulary teaching in Turkish curriculum, have different views on the quality of the activities appearing in the text-processing steps, think that it is helpful to practice on the keywords for students' vocabularies, use specific vocabulary teaching methods and techniques and from time to time have problems regarding making students develop an understanding of newly-learnt words.
Highlights
Individuals can develop themselves in many ways an important tool for the smallest element of the language are words
Turkish word contained within the curriculum teachers' opinions on the process of teaching aimed at determining the scope of this research related to teaching the word of the teacher as a result of opinion was reached on the following themes: Description of programs and applications
Based on feedback received from teachers involved in the program description and application are the main theme has emerged
Summary
Individuals can develop themselves in many ways an important tool for the smallest element of the language are words. Individuals’ concepts as symbols with words, thinkers and most basic requirements of the most complex emotions everything through words transmit and they transferred statements again words by meaning (Yalçın & Özek, 2006). Individuals have the vocabulary they are developing formal and informal ways. Word learning is an ongoing process throughout a person's life. In this context, the importance of vocabulary teaching conducted in a formal manner is undeniable. Planned, scheduled and carried out in a systematic way of teaching the word positively affects students' academic lives
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