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Research Vol. 4, No. 4, December 2015  \nRevue des Recherches en Histoire Culture et Art Copyright © Karabuk University  \nةينفلاو ةيفاقثلاو ةيخيراتلا ثوحبلا ةلجم [http://kutaksam.karabuk.edu.tr/index.php](http://kutaksam.karabuk.edu.tr/index.php)  \nDOI: 10.7596/taksad.v4i4.501  \nTeaching Vocabulary through Sentences  \nİrfan Tosuncuoğlu1  \nAbstract  \nAlmost every teacher is certain about that vocabulary is an important facet of learning a second language. It may be more important than grammar, at least in so far as this concerns communication , and particularly in the early stages when learners seem to understand that amassing a basic vocabulary is very important to fluency in another language. As a rule, receptive vocabulary exceeds productive vocabulary and why listening with comprehension and speaking with comprehension are two very different things—the latter a more difficult cognitive process than the former. Furthermore, vocabulary acquisition is highly idiosyncratic and depends largely on the learner and her or his individual learning styles and cognitive abilities. No two people learn alike. In particular, as understanding and fluency increases, individual interests and even needs will change, which then requires teacherassisted guidance and remediation vis-à-vis the compilation of a specified and nuanced vocabulary that is tailored to the learner’s more practical linguistic needs, whatever these might be.  \nKeywords: English teaching, Teaching technique, English structures, Teaching Vocabulary.  \n1 Karabuk University, [irfantosun@yahoo.com](irfantosun@yahoo.com)  \nCümleler Yoluyla Kelime Öğretimi  \nÖz  \nÖğretmenler, ikinci bir dil öğrenmede kelimenin önemli bir yere sahip olduğukonusunda neredeyse hemfikirdirler. Kelime birikiminin, dilde akıcılık için önemli bir faktörolması sebebiyle, dilbilgisinden daha önemli yere sahip olduğu söylenebilir. Kural olarak, algısal kelime bilgisi oranı üretimsel kelime bilgisini geçmekte ve dinleme kavrama ve konuşma kavrama iki farklı unsur olup ve burada ikinci saydığımız unsur birincisinden dahazor bir bilişsel işlevselliğe sahiptir. Bundan başka, kelime edinimi yüksek derecede kendine özgü olup öğrenene, öğrenenin öğrenme tarzına ve bilişsel kabiliyetine büyük ölçüde bağlıdır. Hiç bir insan aynı değildir. Özellikle anlama ve akıcılık arttığında, bireysel ilgiler ve hatta ihtiyaçlar değişecek, daha sonra öğretmen destekli rehberliğe ihtiyaç duyulacak ve karşılıklı iletişimle ve her ne için olursa olsun öğrencinin dilbilimsel ihtiyaçlarına görebelirlenen detaylı kelime bilgileri daha iyi bir seviyeye gelebilecektir. Bu makalede, kelimelerin cümleler yoluyla nasıl öğretilebileceği konusu araştırılmıştır.  \nAnahtar Kelimeler: İngilizce öğretme, Öğretim teknikleri, Cümle kuruluşları, Kelime öğrenme.  \nIntroduction  \nIn countries like Turkey, where the first and even second language is not English, the vast majority of EFL students struggle with the following problems: (i) how to enrich their vocabulary and (ii) how to refine their rhetorical skills. Both are essential to becoming proficient readers and writers in L2 . For this to happen, it the implementation of a more effective system of learning and, in this case, of acquiring additional vocabulary is needed. Importantly, it should operate within the framework of practical, every-day aural-oral communication types and effective writing in L2 . For this to be successful, a minimum of classroom instruction and greater emphasis on the value of real language environments and  \ncreation/re-creation of the same, it has been shown in a certain number of studies how this facilitates the acquisition and proper use of new vocabulary.2  \nThis essay asks EFL teachers to consider the advantages of incorporating a variety of interactive vocabulary activities into their normally-scheduled classes. In addition, a number of pedagogical strategies are lis","cbCaieEC0TCvzO2D","https://ap.wps.com/l/cbCaieEC0TCvzO2D","pdf",471627,11,"English","# Abstract\n## Keywords\n# Introduction","[{\"question\":\"Why is vocabulary considered important in second-language learning?\",\"answer\":\"Vocabulary is emphasized as a key facet of learning and communication, often viewed as at least as important as grammar, particularly in the early stages.\"},{\"question\":\"What is the difference between receptive and productive vocabulary?\",\"answer\":\"Receptive vocabulary generally exceeds productive vocabulary, and comprehension in listening and speaking involves different cognitive processes, with speaking considered more demanding.\"},{\"question\":\"How do learners’ individual factors affect vocabulary acquisition?\",\"answer\":\"Vocabulary acquisition is idiosyncratic, depending largely on the learner’s learning styles and cognitive abilities, and learners’ interests and needs can change as understanding and fluency grow.\"}]","Teaching Vocabulary through Sentences - Öz - English and Turkish Abstract | PDF",1790858481,28]