the effect of exercises in english elementary reading books, on the

THE EFFECT OF EXERCISES IN ENGLISH

ELEMENTARY READING BOOKS, ON THE

SUCCESS OF VOCABULARY TEACHING

—PROBLEMS AND THEIR SOLUTION PROPOSALS

Author: Özgür Akman Çevik

Advisor: Ass. Prof. Dr. Sevinç Sakarya Maden

A Master’s Thesis Submitted to the Department of

Foreign Languages Education in Accordance

with the Regulations of the Institute of Social Sciences

Trakya University

Institute of Social Sciences

February, 2007

Edirne

to the Memory of my Father, Cevat AKMAN

TEŞEKKÜR

Çalışma sırasında bilimsel katkıları ile bana yardımcı olan, eğitimim süresince

emeğini ve yardımlarını esirgemeyen, tez danışmanım Eğitim Fakültesi Yabancı Diller

Eğitimi Bölüm Başkanı Doç Dr Sevinç SAKARYA MADEN’e teşekkür eder,

şükranlarımı sunarım. Çalışma süresince değerli önerileri için Sayın Yrd Doç Dr Nesrin

KAYA ve Yrd Doç Dr Muhlise COŞKUN ÖGEYİK’e, istatistik alanında yardımları

için Sayın Yrd Doç Dr Nesrin TURAN’a, bana maddi ve manevi her türlü desteği veren

eşim ve aileme burada teşekkür etmeyi borç bilirim.

Tezin Adı: Başlangıç Düzey İngilizce Okuma Ders Kitaplarında Yer

Alan Alıştırmaların Kelime Öğretme Başarısına Etkisi

- Problemler Ve Çözüm Önerileri

Yazan: Özgür AKMAN ÇEVİK

Bu çalışmada Trakya Üniversitesi Teknik Eğitim Fakültesi 2. sınıf İngilizce

derslerinde 3. ve 4. yarıyıllarda okuma odaklı bir yaklaşım sürdürüldüğünde, okunan

kitaplarında yer alan alıştırmalara ek olarak kelime öğretimine ilişkin aktiviteler

sunulması durumunda, öğrencilerin kelime öğrenme başarısının artıp artmadığı

araştırılmış, yeni kelimeler pekiştirici alıştırmalar ile desteklendiğinde, öğreticilerin göz

önünde bulundurmaları gereken hususlara dikkat çekilmeye çalışılmıştır.

Araştırmada belirlenen sorulara cevap bulabilmek için deneysel araştırmanın

denk kontrol gruplu ön test son test modeli ve ayrıca bir anket uygulaması

kullanılmıştır. Bunların uygulanması süresince üç farklı okuma kitabından alınan

metinlerin ve alıştırmaların yanı sıra deney grubu öğrencilerine kelimeleri kavramaya

ve sağlamlaştırmaya yönelik ek alıştırmalar verilmiş, yeni kelimelerin tekrar

kullanımına ve üretimine yönelik etkinlikler yapılmıştır.

Araştırmanın neticesinde öğrencilerin kelime bilgilerinin son test ile arttığı tespit

edilmiş, ancak deney grubu ile kontrol grubu arasında söz konusu olan farkın

istatistiksel açıdan anlamlı olmadığı görülmüştür.

Anahtar kelimeler: kelime öğretimi, pekiştirme alıştırmaları, kalıcı öğrenme,

öntest, sontest

Name of the thesis: The Effect of Exercıses in English Elementary Reading Books, on

the Success of Vocabulary Teaching

—Problems and Their Solutıon Proposals

Author: Özgür AKMAN ÇEVİK

ABSTRACT

This study explores whether the students’ success in learning vocabulary is

enhanced if additional vocabulary teaching activities are presented alongside the

exercises in the books taught when a reading focused approach is adopted in Trakya

University technical Education Faculty 2nd class English lessons of 3rd and 4th

semesters and draws attention to the points that need to be considered by teachers when

new vocabulary is supported by practice exercises.

Pre test –post test model with an equal control group of the experimental

research and a surey were used to find the answers for the questions outlined in this

study. During the application of these, additional exercises which served for the

comprehension and consolidation of the vocabulary were given and activities which

focused on the recycling and production of the new vocabulary were carried out to the

experimental group besides the exercises of texts extracted from three different books.

The post test showed that the students’ vocabulary expanded as a result of the

study, however the difference between the experiment group and the control group was

not found to be significant.

Key words: vocabulary teaching, practice exercises, recycling of the words,

production of the words, pretest, post test

DEFINITIONS

• Collocates: To place together or in proper order; arrange side by side. n.

word which frequently qualifies another.

• Comprehension: The ability to understand, convert and translate without

the help of a clue.

• Lexical sets: Words that belong to a particulary group. This group could be

a:1. Semantic group

Example: cat, dog, elephant, snake

belong to the semantic group Animals.

2. Syntactical group

Example: pretty, long, unusual, frightening

belong to the syntactical group Adjectives.

3. Functional group

Example: Hello, Hi, Good morning, Hello there

belong to the functional group Greetings.

Lexical sets are often referred to as Word Families.

• Recall : To call back to mind; to revive in memory; to recollect; to

remember; as, to recall bygone days.

• Target Words: The words in foreign language that has been learned.

• Text-based exercises, questions: Preparing exercises and questions

according to a text

• T-test: One of the most commonly used tests used in social sciences

ABBREVIATIONS

WM : Working memory

STM: Short term memory

LTM : Long term memory

CDE : Constructıon Desıgn Educatıon

CE : Constructıon Educatıon

GPA : Grade Point Average

GP : Grade Point

EFL : English as a Second Language

L2 : Second Language

CHAPTER 1

INTRODUCTION

1.1 PROBLEM

In recent years, studies have shown that only interactive teaching is inadequate

in teaching foreign languages in Turkey, and that teaching foreign languages aimed at

bringing an ability to read and comprehend is more appropriate in countries that are

geographically far from where the native language is spoken. (see Neuner, 1993)

In this context, in the mandatory English classes at Trakya University Technical

Education Faculty’s 1st and 2nd semi-semesters, English grammar is taught with a

textbook titled ‘Headway’ and subsequently in the 3rd and 4th years, a reading oriented

approach is adopted. This intends to help the students to read and understand the foreign

language literature in their related field and follow the innovations and technological

advances.

Reading consists of recognizing; dissecting, perceiving, understanding and

comprehending of words (see Celce-Mercia, 1991). In time, the reader learns how to

use words, dictation and punctuation correctly and therefore how to think in a right and

effective way. Because vocabulary constitutes the basis for reading and comprehension,

it needs to be expanded while continuing the reading activity for easier comprehension

of the material.

Thornbury (2004:14) has stated that the effort to learn a large number of words

does not solve the students’ problems to learn new vocabulary and that the

communicational advantage of improving vocabulary in class has been neglected. In

fact, in the Direct and Audiolingual methods, vocabulary has been cast aside while

teaching grammatical structures has been prominent. Since the 1970s with the

communicative approach, teaching of vocabulary has moved into prominence and after

1984 textbooks has began to include activities that specifically targeted vocabulary.

Nowadays, the importance of teaching vocabulary systematically in EFL

programs is recognized so that vocabulary becomes the focus in EFL classes.

When a word is encountered for the first time, the probibilty of forgetting it is

high unless the word is reiterated. In order to remember the words and word groups,

they need to be correlated to older information. New words are forgotten if they are not

used. In teaching materials, activities which call for reiteration of words are not given

enough importance. Therefore, teachers must use activities suitable for reiteration and

reinforcement to teach their students new words they have encountered for the first

One of the conclusions Oxford and Scarcella (1994:102) have come to in their

research ‘How to teach vocabulary’ is this:

‘It is very rare that words are used over and over in textbooks. The

number of practice exercises in textbooks is usually inadequate. The new

vocabulary in the text is not reiterated in the following activities; in fact

they are not even used again in the same book.’

Nation (1990:41) has stated that in order to remember a word, it needs to be

encountered 5 to 16 times in activities or texts. Nation also has the opinion that most

teachers do not handle the vocabulary they are going to teach systematically and do not

make long term plans related to the teaching of new vocabulary, often preparing just

before class.

From the excerpts above, it is understood that vocabulary needs to be expanded

in order to improve success in the reading and comprehension process so teaching

vocabulary is important; however the textbooks are inadequate in this respect and that

new vocabulary is forgotten fast. In this context, this study intends to find out whether

vocabulary learning will be improved or not by presenting additional exercises to the

ones in elementary English reading textbooks.

1.2 THE AIM OF THE STUDY

The aim of this study is to find out whether vocabulary learning is improved by

presenting additional exercises to the ones in English reading textbooks which are

studied in English classes of Trakya University Technical Education Faculty.

Improvement is evaluated by pre and post tests. Trakya University Technical Education

Faculty students whose foreign language is at elementary level are assigned and three

texts taken from reading textbooks are used in class. In this process, after the control

and experimental groups are assigned, the experimental group is given additional

exercises and any improvements due to these additional comprehension and

reinforcement activities are analyzed.

1. How can the vocabulary teaching studies in reading classes at elementary

level which form the basis for the reading process be more effective?

2. How adequate are the exercises present in reading text books in terms of

teaching new vocabulary?

3. What will change in the students’ comprehension of the text and their

vocabulary when new exercises are provided in addition to the ones present in reading

textbooks?

1.3 THE SIGNIFICANCE OF THE STUDY

According to Chestain (1988) in order to have permanent learning in reading

focused EFL class, words need to be transferred to the long term memory (LTM) as

well as introduced. Therefore, in cases where exercises in textbooks are short of helping

students transfer words to their LTM, suggestions will be made for the teachers as to

what they should put importance on in relation to vocabulary teaching.

1.4 ASSUMPTIONS

• Assigning control and experimental groups

• Determining these control and experimental group students’ English

level by a pre-test

• Ensuring all participants take part in activities, the same information is

given and have classes at the same time

• Ensuring both groups are at the same level of English, in this case

beginners.

• Same texts used in both groups

• Giving the experimental group additional exercises along with texts.

1.5. RESTRICTIONS

The universe of this study is the Trakya University Technical Education Faculty

students, and population is 2nd year Construction Design Education and Construction

Education students whose level of English is beginners. After a pre test conducted at the

beginning of the research, the Construction Education students whose outcomes were

slightly lower were assigned as the experimental group and the Construction Design

Education students as the control group.

1.6 RELEVANT RESEARCH

Tez No: 108882

An analysis of the problems faced during teaching/learning vocabulary at prep-

school with special emphasis on reading activities. (a case study at Gaziantep

University)

(Gaziantep Üniversitesi Hazırlık Okulu öğrencileri ve okutmanlarının kelime

öğrenme ve öğretme sürecinde karşılaştıkları problemlerin okuma aktiviteleri açısından

incelenmesi.)

Işıl Göğüş Tataroğlu, M.A. Thesis, Gaziantep University, 2001

Tez No: 105078

Improving students’ active vocabulary in English through strategy awareness,

recycling, and student feedback.

(Öğrencilerin İngilizce aktif kelime hazinesini strateji tanıma, tekrar etme ve

öğrencilerin geribildirimleri aracılığıyla geliştirme.)

Ayşe Akın., M.A. Thesis, Middle East Technical University, 2001

Tez No: 97291

The Influence of bilingual (English-Turkish) and monolingual (English-English)

glosses on incidental vocabulary learning throught reading.

(İngilizce`den Türkçe`ye ve İngilizce`den İngilizce`ye sözlüklerin, okuma

sürecinde rastlantısal kelime öğrenimindeki etkisi.)

Esen Yücel Spahıu, M.A. Thesis, Anadolu University, 2000.

Tez No : 117055

Teaching vocabulary at intermediate level in EFL classes

(İngilizcenin yabancı dil olarak öğretildiği sınıflarda orta düzeyde kelime

öğretimi.)

Hakan Aydoğan, M.A. Thesis, Dokuz Eylul University, 2002.

Tez No : 116106

Foreign language vocabulary acquisition through on online tool.

(Çevrimiçi bir araçta yabancı dilde kelime öğrenme.)

Selçuk Özdemir M.A. Thesis, Middle East Technical University, 2001

Tez No : 101722

Teaching vocabulary in context.

(Bağlam içinde kelime öğretimi)

Ayşe Selmin Söylemez M.A. Thesis, Abant Izzet Baysal University, 2001

Tez No : 109214

Vocabulary teaching and learning through learning styles.

(Öğrenme biçemlerine dayalı kelime öğretimi ve öğrenimi.)

Ahmet Kayıntu, M.A. Thesis, Ataturk University, 2001

CHAPTER 2

REVIEW OF THE LITERATURE

In this chapter, teaching vocabulary in reading-based English lessons will be

dealt with, to what extent these exercises in the book of reading lesson is beneficial on

teaching vocabulary is discussed and also additional theoretical information related to

the organization of additional exercises are given.

2.1 READING (ENGLISH-BEGINNER LEVEL)

Reading is a process of interaction existing between the knowledge of the reader

related with the given title and the subject and the text written by the author. According

to Nunan (1989:33), reading is not only a coded form of the subject and grammar.

According to him, good readers relate their own knowledge with the reading passage.

Reading changes and improves the knowledge possessed. According to Grellet (1990:

7), reading is finding and taking out the needed information out of a written text as

quick as possible.

Again, according to Grellet (1990:7), the students who are at the beginner level

want to trust themselves in reading lessons. For that reason, the choice of the text which

will be read is very important. The choice of texts with so many unknown vocabulary

and long sentences with complicated structures decrease the interest of the text by

complicating the understanding process. Additionally, Aytaş (2005)states that the

students cannot keep up with the text frequently because of not understanding the words

and word groups completely and as a result of this their reading pace growth is hindered

and in order to eliminate this, their word power should be improved.

2.2 THE QUALITY OF TEACHING VOCABULARY OF THE

TEXTBOOKS

Thornbury (2004:34) explains that the factors determining the choice of

vocabulary for the lexical section in the program of textbook content as usefulness,

frequency, being easy to learn and being easy to teach. Usefulness is the ability to use

the words immediately. Through teaching the words such as pencil, blackboard, door,

notebook etc, the students are made to use them. Because of the reason that most of the

words do not have a chance to be used, it is very difficult to guess which words would

be more necessary and to have them in the program. For that reason, vocabulary

repertoire is examined. The words in the vocabulary repertoire are more useful than the

other words. The reason of this is that the words in the repertoire are widely used while

explaining a word. For the reason that teaching frequently used words also means

teaching frequently used meanings, it has a stronger effect. Some words can be learned

easily compared to others. For example, the word similar to the one in the student’s

native language. It is so common to use them for the students in the beginner level and

add them into the program. Being easy to teach should not be mixed with being easy to

learn. If the words are presented with the pictures or can be defined they are more easily

taught words. Moreover, words are more easily taught than verbs and adverbs.

Teaching vocabulary knowledge in the beginner level books firstly consists

generally the people or objects in the classroom such as girl, boy, book and pencil. The

reason for this is that the meaning can be conveyed easily. The students can both see

and touch these objects in the classroom. According to Allen (1983: 21) the success in

the learning process is related to the frequent usage of the senses. Although it is not

possible for every student to touch that object, it would also be helpful to see the object

while hearing its name. Later texts and levels include the words related to the objects

and people which are in the daily life of the student. When the lessons progress the

students would know more words and for that reason the teacher could explain English

words by using another English word. Similarly, the words which cannot be explained

by movements or pictures are taught by other previously learnt words. Furthermore,

when the lessons go further the words are taught in categories such as furniture,

transportation, health, weather, buildings, and parts of a house. The words taken from

these categories are presented to the students in each lesson. Presenting words is applied

by using in a simple paragraph or is applied according to the requirements of the

grammar used.

The inputs of vocabulary in the books are given in three ways. (See Thornbury

2004: 35)

• As separated vocabulary sections in the units

• As integrated into the text based activities

• As coincidentally existing in the grammar explanations, exercises and

procedures.

In addition, the words are presented in lexical sets in the vocabulary section.

Being able to catch the differences between meaningfully so close words in the same set

is beneficial However, learning lexical sets is difficult. Days of the week, colors, even

the easiest words hot and cold are confused and become difficult to learn when given as

a set. In spite of this most of the textbooks prefer to give the words by using the lexical

sets. Instead of giving word compared with their antonyms, it is more instructive giving

the same word by matching with its commonly associated collocates. For example,

instead of ‘hot water’, ‘cold water’, ‘hot coffee’ may be used and, by depicting ‘hot’

and ‘dry’ as completing each other and given like ‘hot summer’ (See Thornbury, 2004:

Today’s textbooks include periodic repetition sections in order to make the

words regularly used and repeated again. Vocabulary knowledge activities are

frequently joined with text based activities. Paribakht and Wesche (1996) (Nation 2003,

159) classified the exercises given with the texts in the textbooks and used Gass’s

(1988) five levels in learning from inputs. This classification relates the vocabulary

exercises with the situations in which learning may take place and shows how these

exercises are arranged in order to make them more effective. These five levels:

1. Gass’s very basic level is ‘apperceived level’. It is also named as ‘noticing’. In

this stage, there are some factors affecting noticing such as repetition, salience and prior

knowledge. Vocabulary exercises which provide the use of noticing condition(selective

attention) as listing words to notice at the beginning of the text and using highlighting in

the text. These are underlining, writing in italics and in bold and pointing with a star.

Glossing items also gives the same effect. The biggest effect is enabling the word

realized by making it striking when it is encountered next time.

2. Gass’s next level is ‘comprehended input’. Maybe this is the first levels for

the receptive retrieval. Vocabulary exercises in this level (recognition ) consists

matching the words with synonyms in the first or second language, with definitions or

with their pictures

3. Paribakht’s and Wesche’s (1996) ‘manipulation’ level responds to Gass’s

‘intake’ stage. In this section, vocabulary exercises include morphological analyses of

the words resulting in forming words of different word classes with the addition of

affixes.

4. Fourth level consists activities such as guessing words from the context and

matching the words with collocates and synonyms, finding the odd one in a set and it

are named as ‘interpretation’ by Paribakht’s and Wesche’s or ‘integration’ by Gass.

5. In the production level which is named as ‘output’ by Gass, the recall of the

target word exists: it contains classifying activities, and activities such as finding the

form of the word in the text to match the words with the definitions given after the text,

and answering the questions demanding the usage of target word.

2.3 THE PLACE OF MEMORY IN LEARNING VOCABULARY

Grain&Redman (1986), emphasize that learning is also remembering. For that

reason, knowing about memory is important. Psycholinguists explain memory as being

able to fix knowledge by keeping it in some periods in verbal learning. In order to

emphasize the importance of learning about the memory Schmitt (2000: 137) says that

‘Knowing how memory works may help us in gaining maximum advantage out of the

time spent on repetition section while making a program.’

It should be realized that words are not learned on a linear manner only with an

increasing progress without the possibility of going back. Teachers should remember

that the students forget the words existing in the texts read in time. This forgetting is a

natural result of learning. One part of the words goes through variable stages till they

are “fixed” in the memory and learned.

There are three systems which are Short Term Memory (SHM), Working

Memory (WM), and Long Term Memory (LTM) in the memory systems.

Short Term Memory (SHM) is for storing or keeping the knowledge in the

formation process .It keeps the knowledge for a few seconds. This period of time can be

lengthened if rehearsaled. For example if a phone number is repeated continuously it is

not forgotten. Short Term Memory (SHM) works quickly but the capacity for storing

knowledge is low. In other words, the capacity of SHM is limited. For that reason,

learning new words really and keeping them in the memory is only possible through

transferring the knowledge related to the word from short term memory to long term

memory.

Focusing on the words for making processes is the job of working memory

(WM). Many cognitive processes such as reason-result relations, learning and

understanding are related to WM. This is the place where the knowledge is settled,

operated on and separated according to later process areas.

Long Term Memory remembers the knowledge from the moment it takes it for

hours, weeks, and years. The knowledge should be repeated and used in order to be

transferred to the Long Term Memory. LTM has an unlimited capacity and works so

slowly. In order for knowledge to pass to LTM repetition is highly needed.

Thornbury (2003) explains LTM as a type of filing system. LTM has a huge

capacity in opposition to WM which has a limited capacity and not having a fixed

content. It has ‘a part in which knowledge is forgotten quickly’ and ‘a part in which the

knowledge is never forgotten’. The learner should transfer the knowledge from ‘the part

which knowledge is forgotten quickly’ to the part in which the knowledge is never

forgotten’. Researches made on memory show that in order for knowledge to pass to

LTM and turn into permanent knowledge it should go through some stages of

information processing. In order to be able to learn vocabulary taught in foreign

language as they will not be forgotten and will be remembered if needed, the principles

below should be considered.

• Repetition: Learned knowledge should be memorized by repetition while it is in

WM. The knowledge is not remembered for a long time with common repetition

if it is not arranged at the same time. The most ideal learning way to repeat a

word is encountering new words with intervals at least seven times while

reading ifthey have been met over spaced intervals.

• Retrieval: It is other type of repetition. Retrieval is recalling a word from the

memory with intervals. Activities enable the learner to remember this word

again in time.

• Spacing: It can be applied in short term memory and long term memory. In

spacing firstly one or two of the words are introduced and after these are learned

other two or three are tried to be taught. In each lesson previously learned words

should be repeated. The interval between successive tests should gradually be

increased.

• Pacing: The teacher gives time to the students as ‘memory work’ .In this period

of time students organize, revise, and repeat new words silently and individually

so that the students should be given the opportunity of to pace their own

rehearsal activities..

• Use: Known widely as ‘use’ or ‘lose’, this principle enables students putting

words to use and to settle them in LTM.

2.4 THE IMPORTANCE OF REPETITION IN VOCABULARY

TEACHING

Repetition is highly necessary for vocabulary teaching. Because encountering

the word once does not ensure the learning of the word. Repetition is related to the

permanence of the knowledge. There are lots of studies related with how the words

should be repeated. According to these Nation (2001: 77) states that spaced repetitions

may result more positively rather than repeating the whole subject in one time. Spaced

repetitions include spreading repetitions to a long period of time. For example, after

firstly allocating 3 minutes, the same words are studied 3 minutes a few hours later, 3

minutes 1 day later, 3 minutes 2 days later and 3 minutes 1 week later. Time in total on

the study of the words is 15 minutes; however, study time is spread over 10 days or over

a longer period. Spaced repetitions enable learning the knowledge which will be

remembered in a longer period. Repetitions should be performed with gradually

increasing intervals. While the time period between the first repetitions is short, the

intervals in the later repetitions should be longer.

Repetition may be effective if it is considered as ‘repetition’ by the student. That

is, the student should remember that he or she has encountered the word before. The

time of keeping the words in mind is important. The students are required to keep a

word in their minds till at least one month later when they come across a word.

In a study, Anderson and Jordan (Nation, 2001:76) evaluated to what extent a

new knowledge is remembered just after learning, one week later, three weeks later and

eight weeks later. The percentages of being remembered is in the following: 66% just

after learning, 48% one week later, 39% three weeks later, 37% eight weeks later. This

result shows that repetition of the new words should be just after learning without

forgetting takes place.

2.5 APPROACHES IN VOCABULARY TEACHING

The aim of vocabulary teaching is introducing the form , pronunciations are

more generally the form of a word and enabling students to make a connection with the

meaning of the word (See Nation, 2001: 61). The researchers have different approaches

in teaching vocabulary.

Seal, B (1998: 298) divides vocabulary teaching into two: Planned Vocabulary

Teaching Planned Vocabulary Teaching and Unplanned Vocabulary Teaching.

Unplanned Vocabulary teaching takes place when a student asks for the meaning of a

word or when the teacher explains the meaning of a word in the lesson. Firstly, the

teacher makes the students comprehend the word via using mimics, synonym words or

anecdotes. Then, the teacher checks if the meaning is understood or not by asking some

questions and lastly relates the learned words with another context or experience and

strengthens the knowledge.

In addition to the examples, asking the meaning of a word which the student

could not find the meaning to the teacher in the classroom is an example to Unplanned

Vocabulary Teaching. The teacher’s skipping one word which is important for the text

and explaining with the words that comes to his or her mind during the lesson is

Unplanned Vocabulary Teaching.

Planned Vocabulary Teaching is divided into two parts. In the first part the

students are made to comprehend the words while the lesson is in progress. In the

second part; the lesson may be named as ‘vocabulary lesson’ because the basic

approach of the lesson is giving priority to the activities directed to the presentation and

practice of the words. Thinking that words may hinder the progress of the lesson the

teacher makes prior study in order for the lesson to go further without having a problem.

Word groups are taught in discussions, situational dialogues readings and listening

tasks. In reading lessons what is given priority is Planned Vocabulary Teaching.

Seal (1998:298), divided both vocabulary teaching into stages following each

other. In the first stage (conveying meaning); the words are introduced to the students.

In the second stage( checking understanding); to what extent the students understand the

meanings of the words is evaluated. In the third stage( consolidation), creative problem

solving activities are used so as to make the students strengthen the words.

In the first stage, there are various word presentation techniques such as visual

aids, word relations, pictorial schemata, definitions, explanations, examples, anecdotes,

context, word roots and affixes, for the students’ comprehension of the words. In the

second stage in which there are exercises checking the comprehension of the text read,

there exists gap filling, matching pair, sorting exercises, and pictorial schemata. In the

consolidation stage, there are activities such as problem solving tasks, values clarifying,

story or dialogue writing, discussion and role-play.

Schmitt (2000: 145) considered what and how many the words which will be

taught with a priority should be. In the priority list, there are numbers from 1 to 10, and

wh- question words such as what, where, why, when and how. In the ‘useful vocabulary

resource list’ there are 120 words. These include the words related to daily needs the

reading signs, and ordering food. Most of the students want to learn the words with

which they will be able to express themselves easily. For that reason, teaching 2000

words which can be encountered in the daily dialogues is a realistic target. These 2000

words do not give an opportunity to talk about the subjects in detailed way and in an

advanced level; however, it enables the one to have a general knowledge under different

headings and to have an opportunity to start to talk. According to Schmitt (2000: 144);

while choosing 2000 words, a student centered method should be applied and the words

which the students want to learn should be kept in mind. An approach like this

motivates learning. In addition to this, frequently encountered words and the words used

by giving instructions in classroom management should be given priority.

Explicit teaching focuses on activities related to vocabulary teaching. In this

method, even in the teachers’ resource books, vocabulary exercises are given priority

and especially repetition and recycling processes are given importance (See Schmitt,

2000: 146).

Nation (2003:93) emphasizes that it is necessary for the teacher and the students

to use the time related to teaching vocabulary as beneficial as possible, systematic and

according to the principles. For each unknown word two things should be considered:

• Is it worth spending time on?

• How to study with the word?

If the aim of the text is teaching vocabulary, and if the subject is a high-

frequency word with a high rate of usage, it is suitable to spend time for teaching-

learning of the word. If the word gives opportunity to improve learning strategies such

as guessing the meaning from the context or using parts of the word, it is necessary to

teach this word.

According to Nation (2003: 93), giving rich instruction in vocabulary teaching is

very important. Most of the instructions aim at spending time on the word, clearly

discovering various ways necessary for learning a word, and students’ adding the word

carefully and actively in the assimilation stage. Moreover, the connection of form -

meaning should be strengthened. Another way of knowing a word is being able to

connect a particular form and particular meaning. One should strive for learning how to

write the word and its meaning and distinguish between them. In order to form a

connection between the form and meaning of the word, it is necessary to make use of

activities such as matching the words with the definitions, discussing the meanings of

the idioms, drawing pictures, labeling, conducting group works and riddles.

According to Thornbury (2004: 75), it is important to explain the words in

vocabulary teaching. In the presentation, the stages of a previously planned lesson in

which previously chosen words are taught to the students are told. In the other parts of

the lesson, situations causing incidental learning, such as discussions on unknown

words may occur. The students should know both the form and meaning of the word.

Before teaching a word, there is a question that the teacher should answer and it is ‘how

many words should be taught?’. This is related to the learners’ familiarity with the

words (they may have encountered with the word formerly), the difficulty of the words,

being easy to teach (they may be easily taught, presented with the pictures), skills

related with production (speaking or writing), or related to whether they are taught for

solely making students comprehend the meaning (reading and listening), ore using them

(speaking and writing). Generally most of the textbooks present a set of unknown

words. In the later stage Thornbury (2004: 75) explains that firstly it should be decided

that whether the meaning and then form should be taught first in vocabulary teaching. In

the upcoming stage, it should be decided whether the words should be taught with

translation, realia, pictures, movements and mimics, definitions or situations.

Thornbury (2004: 93) emphasizes that it is necessary to do exercises just after

the presentation of the words. Although the idea ‘practice makes perfect’ is so common,

randomly repetition of newly learned words may not enable them to transfer from STM

to LTM. New knowledge (new words) should be combined with old knowledge. In

order to keep the words in mind for a long time and recall when needed, they should go

through some processes in the learning process. They should be kept in WM and should

be exposed to different processes. These processes should be dealt with being taken

apart from the others, should be put back together again, should be compared, matched,

sorted, visualized, repeatedly filed away and recalled. According to Thornbury, these

are integration activities instead of ‘practice activities’ which are less mechanical and

less cognitive or reinforcement activities in language teaching. Integration activities

include processes based on decision making processes and processes based on usage

and word games.

When the approaches above kept in mind, the stages in Seal’s (1998: 298)

Planned Vocabulary Teaching lesson will be made use of but instead of the activities

given for these stages, Thornbury’s (2004: 93) integration activities which are more

practical and cognitive will be used. The stages of Seal’s (1998: 298) Planned

Vocabulary Teaching can be listed as this:

1. Presenting vocabulary: In this stage the words are presented to the students.

2. Conveying meaning: This is the stage which practice tests enabling students to

comprehend the meanings of the words.

3. Consolidation: The students deepens the meanings of the words through

creative problem solving activities.

2.6 PRESENTING VOCABULARY

According to Thornbury, most of the students want the words to be explained in

the classroom through the language they are learning instead of learning them on their

own outside language courses. Explanation is understood as the stages of planned

course stages in which previously chosen words are explained in the lesson. Incidental

vocabulary teaching occurs naturally via using them while reading a text or using them

in a discussion

The first question is that how many words are presented. These are related to the

factors below:

• Learners levels (beginner, intermediate, advanced)

• Learners’ being familiar with the words (the words are the ones which are

used or encountered by the students.

• Difficulty level

• Being easy to teach, that is being easy to explain and depict.

• The words’ being for the usage (speaking and writing) or only remembering

(listening and reading)

In addition to these; according to Mc Carthy (1990) a student can learn between

8 and 12 words in a 60 minute-lesson, that is, between 8-12 words can be introduced

and the students can use these words in their sentences. There are approximately 15

unknown words in a text including 500 words. Furthermore, researches show that a

person should know nearly 300 words in order to be successful in the target language.

For that reason, the teachers should firstly deal with the frequently used words.

There are various ways to convey new lexical meaning to the students. It is not

advised to use one of the methods individually. Different and various presenting

methods are more effective. In order to relate the form and meaning if Gairn’s and

Redman’s (1987: 73-76) classification is followed presentation techniques are divided

into two groups: visual and verbal techniques.

The things that are seen is more effective than the things heard for the people.

Visual aids may be in many ways: flash cards (printed or hand made), wall charts,

reflecting via Over Head Projector, blackboard drawings, etc. The contents of these may

generally be food, drink, clothes, house arrangements and furniture, outdoor places

related to the nature, and transportation types. In addition to this, it may cover useful

grouping pictures related to the people’s jobs, countries and sports. According to Gairn

and Redman (1987: 73–76), it is arranged as followed:

Realia, is the usage of real objects. Pictures, is very effective for the objects

which are impossible to bring in to the classroom. A drawing on the blackboard also

accelerates the student’s comprehension of the word. The teacher does not have to be so

talented. Funny drawings may entertain the class and they may be as effective as a

professional drawing. What is important here is to draw quickly and not to lose time

while drawing. Mimics and Gestures, is the most effective way of presenting a new

word. Because it resembles to Total Physical Response which provides sticking into

one’s mind. A quick mimic may represent a concept or action. A sketch performed in

front of the class has also the same effect.

The usage of realia, pictures and mimics is limited. Other words in the target

language are used when presenting the words for which visual assist cannot be obtained.

Verbal techniques, is not only giving the words’ definitions in the dictionary.

Other than these;

a) Presenting with definitions and illustrative situations

b) Explaining with contrasts and opposites

c) Giving synonyms and definition

d) Explaining in the second language with scales or related gradable items

e) Explaining by the examples of the type

Using visual techniques takes more time than verbal techniques, but they may be

more effective in terms of sticking into one’s mind.

Translation is another technique used in explaining the meaning of a word. It is

a technique used for saving time. Gairn and Redman (1994) emphasizes that a word

learned through translation is a knowledge gained without making much effort and for

that reason it may not be remembered easily.

2.6.1 Vocabulary Presentation Activities

During explanation, the teacher is considered as active and the students are

passive in a language class. According to Thornbury, (2002: 30) so as to involve

students into vocabulary learning actively, word knowledge activities which teaches

firstly the form and then the meaning, which are form-meaning related and text based.

A learning process like this gives students an opportunity to talk and does not let their

concentration be spoiled.

Personalize

This is a process of students’ using words correctly in a context which is suitable

for them. In learning new words, the activity is conducted by encouraging students in

order to explain the words which are related to each other.

Personalize activities, which are one of the ‘explanation’ activities which make

students to contribute to the lesson are;

1. The students may be required to write a newly learned word in the middle of a

paper or the board and to write related words what comes to their minds through

brainstorming. Students sitting far away from each other draw different word

association networks onto their papers. Later on, they may compare their own word

association networks with other friends’ word association networks.

Below there is the association network which a student formed for the word

(politician) as an example.

politics president

House of Parliament

Member of the Parliament

politician

2. If the words are taught in word sets such as foods, transportation types, jobs,

or movie types the students may be required to make a personal arrangement between

the words.

For example;

“ drama, thriller, musical, western, horror movie”

The students may be required to make an ordering from the one they like most to

the one they like least.

Peer Teaching

The students teach the words to each other. The example activities are below.

1. Each student is given a list on which there are 6 or 8 words and their

definitions in their native language are written. However, one student is given target

words and the other student is given the meanings of the target words, their synonyms

or antonyms. The students try to find to complete the words in their lists with each

other’s list by cooperating. This activity can be performed by cards.

For example:

A) regularly B) make sure sth works/is okay

Hurt sign

Check often

Properly cause pain to sth / sb

Signal correctly

Pedestrian sb walking near a road

2. The students are given the words and the word categories. The students are

made to match them by cooperating.

For example:

Films- thriller, drama, horror, action, comics,

Days of the week – Monday, Sunday, Tuesday, Wednesday, Thursday, Friday,

Saturday, Sunday

Flowers- Rose, Tulip, orchide, daisy

2.7 CONVEYING MEANING

As Thornbury (2002, 31) states, new knowledge (new words in this context)

should be supported with the exercises in order to join them with old knowledge. The

idea of ‘Practice makes perfect’ is considered here. However, simple repetitions do not

guarantee to transmit the knowledge from short term memory to long term memory.

New knowledge should be joined with existing knowledge, that is, the words existing in

the mind. For this, a set of operations is needed instead of simple repetitions. These

operations are taking apart, putting back together, comparing, matching, combining,

sorted, visualizing, recalling, being repeatedly filed away. According to Thornbury,

these are ‘comprehension activities’ not ‘practice activities’ or ‘reinforcement activities’

and they are related to language teaching methods which are less mechanical and less

cognitive.

There are various processes that the teachers may apply in order to help the

words to settle in LTM. Some of them need more cognitive effort than the others. These

word processes which require decision making are comprehensive tasks. If the

processes related to the words are ordered from the ones requiring the least cognitive

process to the ones requiring the most cognitive process, these are;

• Identifying

• Selecting

• Matching

• Sorting

• Ranking and Sequencing

These processes do not have to be applied one after another. After an identifying

process, a matching or ranking process may be applied.

2.7.1 Word Meaning Comprehension Activities

Identifying

It is finding the words where they are hidden in the text.

For example:

• Find eight comparative adjective in the text.

• Underline all the word ending with –ing

• Find five idioms.

Selecting

Selecting processes are more complicated than identifying processes because it

needs knowing the word and decide between the words.

Selecting takes place in the activities such as ‘Find the odd one’. There may not

be only one correct answer of these exercises. These are open-ended exercises.

For example:

• Work in pair. Select five words in order to describe yourself. Use dictionary if

necessary.

Careful interesting clever cold confident funny imaginative

intelligent kind lazy nervous optimistic patient pessimistic polite

quite calm rude sad sensitive nice serious tidy thoughtful

( Work in pairs. Choose five words to describe yourself. Use a dictionary if

necessary.

Careful interesting clever cold confident funny imaginative

intelligent kind lazy nervous optimistic patient pessimistic polite quite

calm rude sad sensitive nice serious tidy thoughtful )

Matching

Matching processes includes the explaining a word visually, with the equivalent

word in the native language, with its synonym and its antonym, with a definition and its

collocate.

For example:

Match the words and their meaning

1) Member of the board ______ a) Ortak

2) Partner ______ b) Uluslararası şirket

3) Vice President ______ c) Yönetim Kurulu üyesi

4) Advisor ______ d) Başkan Yardımcısı

5) International Company ______ e) Danışman

Sorting

Sorting activities requires classifying the words in different categories. The

categories may be given to the students or they may be made to guess.

For example:

• Put these adjectives into two groups- positive and negative.

emotional friendly good-humoured outgoing

confident ambitious rude self centered

offensive kind selfish nice

Ranking and Sequencing

In Ranking and sequencing activities, the students are expected to put the words

in order.

For example:

Think that you have just moved to an apartment building. You can buy one

furniture item each week. Rank the items below according to the ones you want to buy

first.

refrigerator bed table sofa wardrobe

chair dish washer bookcase oven

washing machine drawer

2.8 CONSOLIDATION

Nation (1990: 41) states that a word which is encountered once cannot be

learned, and researches show that in order to learn a word it should be encountered

approximately 5-16 times (or more than 16). In the nature of human memory a word

could be forgotten if it is newly learned (like other all-part-system learning). Word loss

happens in the beginning stage of vocabulary learning. If the words are not repeated

after presentation they are forgotten. Textbooks are not enough in terms of reusing the

words, for that reason, the teacher should repeat the words in the textbooks with extra

exercises.

Because of the fact that forgetting a word is easier than remembering vocabulary

knowledge gained first should be mentioned. If new words are not repeated later on, it is

impossible to remember them. The reason for this is our brain has a tendency to forget

rather than to remember. If a student has learned 10 words, some of them will be

forgotten in a few days and maybe one or two of them will stay in working or long term

memory. One of the accepted views is that vocabulary acquisition continues during the

increase of the vocabulary. The increase of vocabulary is in verbal level.

Figure 2.1 Continuity of knowledge or knowledge scale

Less knowledge More knowledge

In the two ends of information processing tasks, there are receptive and

productive words. A comprehensive knowledge related to the word comes before the

usage of this word. This results in the demand of using perceived words in order to

acquire more words.

Figure 2.2 Continuity of the vocabulary knowledge based on perception and usage

Word based on perception Word based on usage

The students make comments related with the words in the activities at the first

stages based on vocabulary learning, but they do not have to use them. What is expected

from the students to do is the processes based on the production of the words from the

beginning in order to add them into their LTM. The processes based on production

come after the processes based on receptive tasks. Some types of speaking and writing

activities are based on production. Thornbury (2002: 100) gathers the processes under

two main headings.

• Completion: Completing the blanks of the sentences and texts

• Creation: Creating the sentences and texts

2.8.1 Vocabulary Consolidation Activities

Gap-filling

Gap filling processes consist activities based on production. Because of the fact

that they are based on production, they are easy to stick in one’s mind. Although

generally sentences and texts are completed, here it is used in the completion of the

words.

The completion of sentences and text is generally known as gap-filling. Gap

filling is writing processes and because they are easy to prepare and solving, they are

generally used for testing and evaluating. The students are directed to guess the

meaning so as to find the missing word. The students have to deal with word in terms of

linguistics. They see the target word and other repeated words together. One of the most

common gap filling activities is that the students are expected to find the suitable word

for the gaps in the sentence or paragraph out of the words given and fill in the blanks.

They can be divided into two as open and closed gap filling. In the open one, the

students are expected to fill in the gaps out of their minds, that is out of the knowledge

in their minds. In closed gap filling, the words are given as a list at the beginning of the

exercise. Solely, which word will be suitable to which gap is thought.

For example:

In the example of “I am thirsty, I need a drink.”, ‘drink’ or ‘thirsty’ may be left

blank and they check if the students understand or not the word ‘thirsty’.

Some instructions related to gap filling activities are as followed;

• Complete the text by writing a suitable word in each blank.

• Find the suitable word from the list to complete the sentences. Keep in mind

that words in the list are more than the sentences.

• Complete the sentences by choosing the most suitable word from the list.

Use each word only once.

Creation

In the creation of the sentences and texts, it is expected to create the content

according to the words given.

For instance:

(Some example instructions)

- Choose three words from the list and make a meaningful sentence out of

these.

- Make correct sentences related with yourself or somebody you know using

each of these words

CHAPTER 3

THE METHOD OF THE RESEARCH

In this section, the design of the research is explained, information is given about

the experimental and control groups, the data gathering methods used is listed, how data

was gathered and analysed in this study is elaborated.

3.1. RESEARCH MODEL

A variety of research models are utilised in scientific studies.

3.1.1 Quantitative Approach

Quantitative approach is also called empirical approach or numerical approach.

Research in sciences such as biology, chemistry, physics, engineering are based on

observation and survey.

Studies where observations and surveys are reproducable and objective are

called quantitative studies. (see Ergun, 1997)

Quantitative research methods are: Historical, Descriptive, correlational,

experimental, field study, phenomenology, ethnography, quasi-theory, case study,

action research.

3.1.2 Experimental Method

In a study that uses the experimental method the effects of one certain variable

in two or more groups is analysed. At the end of the experiment the difference, if any,

between the two groups is determined through statistical analysis. If the experimental

study findings suggest a difference, a deterministic relationship can be established. For

instance, it can be inferred with the help of this method that one teaching method is

more effective than the other(s).

There are different varieties in this method:

A) Models without a population and a control group

1- Uncontrolled Post test model

2- Uncontrolled pre and post test method

B) Models with a control group

1- Controlled post test model

2- Controlled pre and post test models

C) Models with a population and a control group

1- Cross test model

2- Pre and post test model with a population and control

3.1.3 Controlled Pre-test Post-test Model

In this study the controlled pre-test post-test model was used. In the controlled

pre-test post-test model, the groups are not assigned randomly. Instead, a control group

that is similar to the experimental group is used. Both groups are given a pre-test and it

is ensured that the pre-test scores are similar. Whether there is a significant difference

between the arithmetic means of groups is checked by the ‘t test for independent

groups’. Therefore, in this study, the experiment and control groups were assigned with

a pre-test, using groups that were similar to each other.( same level of English and same

hours of foreign language classes)

Groups Pretest Process Post test

EG PS1 Text 1, 2, 3

Additional

Exercises

PS 2, 3, 4(A new test was

given after each text)

CG PS1 Text 1, 2, 3 PS 2, 3, 4(A new test was

given after each text)

Tablo 3.1

3.2 POPULATION AND SAMPLING

The universe of this study is the Trakya University Kırklareli Technical

Education Faculty as this is the place where the researcher works that was chosen to

conduct the study. The population is the 2nd year students of Construction Design

Education and Construction Education students who have the same level of English and

same hours of foreign language classes. An experiment and a control group were

assigned according to the controlled pre-test post-test model. The Construction Design

Education (CDE) group whose scores were less lower than the Construction Education

(CE) group was assigned as the experimental group after the pre-test, and the

Construction Education group was assigned as the control group. (Fig.3.2)

(Figure 3.2)

Although there were 46 students enrolled in the CE department, and 52 in the

CDE department, only 25–35 students followed classes regularly; however 33

experimental group students and 37 control group students who took the research test

were taken into consideration. The study was carried out in the 2005–2006 education

3.3 DATA COLLECTION PROCEDURES

Three texts were chosen from three different reading books to be used in the

study (Reading and Writing Targets, Facts and Figures ve Themes for Today),

analysing the exercises in the books and preparing additional exercises to be used in the

classes.

X ± S

EG 61,88+14,764

CG 63,46+18,836

3.3.1 The Criteria for Choosing the Books and the Texts

The books Themes For Today, Reading and Writing Targets and Facts and

Figures, where the texts “Sharks: Useful Hunters of the Sea” (3–15), “The Sami of

Northern Europe” (182–188), “Happy New Year” (20–23) were present were chosen

using the criteria below. (Maden, 1995:106).

Student oriented criteria:

• The books being at elementary level as the students are.

• Although both Experimental and Control Groups are Technical Education

Faculty students, because the classes are not ESP classes, the topics were picked out

according to their mutual experiences.

• That they would ensure student participation

• Including exercises that improve the students’ cognitive abilities

Text oriented criteria :

• Not including too many new words to ensure understandability and to keep the

students interested

• The texts being appealing to the students’ age group and being interesting

• Being visually rich

• With the comprehension questions vocabulary and practice exercises should

take a part at the end of the text.

• The exercises being various and large in number

3.3.2 Analyzing the Selected Texts

In reading classes, some activities need to be done before the texts are studied.

To evaluate what is known about the topic, the questions below are used for pre-reading

preparation.

Analysis of textbook exercises in terms of their vocabulary teaching

adequacy

Here, the text exercises will be studies according to Paribakht and Wesche’s

(1996, 2003, 159) criteria. Paribakht and Wesche declares five levels in teaching

vocabulary.

1. The first level is also called the ‘appercieved input’, in other words ‘noticing’.

This level consists of highliting in the texts; underlining, italics, bolding and the use of

asterisks.

TEXT 1: “SHARKS: USEFUL HUNTERS OF THE SEA”

The words written in thick letters in the

exercises for the text ‘Sharks: Useful Hunters Of The

Sea’ are aimed at affecting the students’

consciousness and alerting them. However, they were

not written in bold when they were repeated in the

TEXT 2: “THE SAMİ OF NORTHERN EUROPE”

The new words were made

clear by writing them in bolding

and underlining them and some of

their explanations were given next

to the text with pictures. However,

no such alerting was seen when

they were used in exercises.

TEXT 3: “HAPPY NEW YEAR”

Here, no words were

underlined, written in italics or

thick letters. The students were not

given any comprehension input

before they read the text, and no

italics, bolding or any alerting was

used in the text exercises. (see page

2. Gass’s next level is ‘comprehended input’. This may be the first step to

towards receptive retrieval. Word activities in this step consist of matching them with

their synonyms, definitions or pictures in their first or second language.

The new words are matched with their

synoyms or explanations in L2. There were only

two such activities accompanying ‘Sharks: Useful

Hunters of the Sea’in this level

Words in L2 are matched with

their definitions and synoyms.

Picking the synonyms and

definitions from the choices were

used in these text exercises for

comprehension, in other words as

comprehended input.

3. Paribakht and Wesche’s (1996) ‘manipulation’ level is equivalent to Gass’s

‘intake’. The vocabulary activities in this last level consist of morphological analyses of

the words that form different vocabulary groups by adding affixes.

The word types in the text

exercises were analyzed. These

constituted different word groups

but differed in the use of suffixes.

TEXT 2: “THE SAMİ OF NORTHERN EUROPE / METİN 3: HAPPY NEW

YEAR”

In this level, there are no alerts that draw attention to the

words’ forms. However it is stressed that adjectives are given

importance in the last text.

4. The fourth level is ‘interpretation’ according to Paribakht and Wesche and

‘integration’ according to ‘Gass’ and consists of activities such as predicting words

from context, matching them with collocates and synonyms and finding the odd one out

in a set.

TEXT 1: “SHARKS USEFUL HUNTERS OF THE SEA”

In this activity it is

required to fill in the

blanks with the

appropriate words.

Again, there are

only fill in the blanks

activities for

interpretation and

integration levels.

Exercise 1.

In this exercise the right word

will be predicted from the context and

then marked. This is an appropriate

exercise for the interpretation level.

Exercise 2.

This exercise aims guessing the

word from the context and replace it with

its synonym. This enables the students to

interpret the new words and guess their

meanings.

5. The production level that Gass calls ‘output’ requires the recall of the target

word form. It consists of exercises such as labelling, , finding the form of the words in

the text with the given definitions after the text and answering the questions that require

the usage of the target words.

TEXT 1: “SHARKS USEFUL HUNTERS OF THE SEA”

This activity requires the

students to use the target words while

answering the questions on the side.

This requires the students to use

the target words while answering the

comprehension questions on the side.

The questions for the ‘Happy New Year’ text aim the repetition of the target

word and the exercises on the side aim finding the form of the word in the text and

matching the words with their definitions.

Analysis of the Text Exercises According to Their Vocabulary Teaching

Levels

“SHARKS: USEFUL HUNTERS OF THE SEA”

The texts were first studied

according to the criteria given by

Paribakht and Wesche (1996) and

Gass (1988). In the book ‘Themes for

Today’ can be found a section where

there is a preparation stage that has

preparation activities which can be

done before reading the text.

Here there is a short part of

fill in the blank exercises from

Thornbury’s production tasks

The follow-up activity below which was prepared using visual aids (Fig.1) was

prepared according to the word production tasks based fill in the blanks exercises. There

are cross-word puzzles and cloze quiz activities that aim at permanancy in the LTM by

re-usage of the words. (Fig 1-2)

“THE SAMI OF NORTHERN EUROPE”

The matching exercises and

questions aimed at comprehending

the texts have been reviewed before.

These exercises consist of

questions that are aimed at

understanding the texts prepared

using the newly learned words. The

answers require the new words to be

used. The true/false questions

evaluate how well the texts, and

therefore the words, were understood.

Şekil 1

Şekil 2 Şekil 3

“HAPPY NEW YEAR”

In the consolidation stage, there are also

fill in the blanks activities. The exercises on the

side and on the other page belong to the

repetition stage in word derivation and

vocabulary teaching. The vocabulary teaching in

the exercises adopt a form-meaning relationship.

This exercise is an example of the

selection activity of the

comprehension level.

The picture below shows other vocabulary exercises that belong to the ‘Happy

New Year’ text. The exercises that aim production and recall of the words were

prepared emphasizing variety and visuality.

Although the exercises in the ‘Sharks: Useful Hunters Of The Sea” are

supportive of the vocabulary teaching levels that Paribakht and Wesche (1996) and

Gass (1988) have suggested, the conveying meaning stage is inadequate compared to

others. Therefore, they will be given with the activities Thornbury (2002) suggested for

conveying the meaning of the words.

In “Sami of Northern Europe” there were only the gap fill and matching

exercises for the conveying of the meaning and repetition of the words. These exercises

are not sufficient in tranfering the new vocabulary to the LTM.

The exercises in ‘Happy New Year’ are mostly very close to the criteria

suggested by Paribakht and Wesche (1996) and the activities suggested by Thornbury

for vocabulary teaching stages.

3.4 PREPARING ADDITIONAL EXERCISES ACCORDING TO THE

VOCABULARY TEACHING STAGES

3.4.1 Presentation Exercises Prepared for the Selected Reading Passages

SHARKS: USEFUL HUNTERS OF THE SEA

Peer Teaching

Find the oposite meaning of the words in your list

1. keep clean x 2. keep dirty

Common x rare

Dangerous x safe

Useful x unuseful

Warm water x cold water

Night x dawn

Personalise

Sharks was given as the main word. Gather all the words you associate with this

word and prepare an association network.

SAMI OF NORTHERN EUROPE

Peer Teaching

Find meaning of the words from your friends list. One of the lists has more

words than the other one.

1. trip - seyahat etmek 2. reindeer - orman

tent - kar skin - kızak

deep - pantolon clothes - ilkbahar

forest - akşam yemeği pants - derin

sled - yaşam ski - göçmen

stormy - kış snow - pantolon

Meat eaters

Whale sharks

dolphin fish

Sharks

Dwarf sharks

Warm water

ship ocean

Atlantic ocean

coast - derin travel - çimen

grass - rengeyiği kayak

giysi kıyı

deri seyahat

kayak fırtınalı

çadır

HAPPY NEW YEAR

Peer Teaching

Find the definitions from your friend’s list. Find the oposites of the words.

1. colourful - tasteless 2. delicious x bright

big - sad happy x huge

difficult - make ugly decorate x hard

flag - easy hard x banner

traditional - dark bright x strike

hit - historical

3.4.2 Exercises Aimed at the Conveying Meaning of the New Vocabulary in

the Selected Texts

1. Identifying

* Find the types of sharks-answer: dwarf shark, whale shark

* Find the names of body organs-answer: eyes, ear, teeth-tooth

(The books should be closed in this activity)

* Did the following words occur in the text?

Hear, vibration, scientists, country, ocean, school, evening, information, cancer

2. Selecting

* Odd one out!

ocean, sea, lake, dawn / dolphins, animals, sharks, whales /Stormy, rainy, sunny,

sleepy

3. Matching

* Match the words with their definitions.

1. One who hunts wild animals either for sport or for food;

2. full of risk, unsafe

3. a unit of length equal to one twelfth of a foot

4. plural form of foot

5. a person of unusually small stature, abnormal, an animal or plant much below

normal size

___ a. Dwarf ___ b. Dangerous ____ c. Feet ____ d.hunter ____ e. Inches

4. Ranking and Sequencing

hunter, cancer, sharks, prevention, dwarf (people/sharks)

* Put the words in an order. Start from the most horrible to the least horrible one

for people?

* Put the words in an order. Start from the most horrible to the least horrible one

for fish?

THE SAMI OF NORTHERN EUROPE

The following exercises were used in the word consolidation stage

1. Sorting The exercises prepared utilising the sorting activities:

* Which is bigger?

Forest or wood?

Sea or ocean?

A mountain or a hill?

A deer or a leopard?

2. Selecting The exercises prepared utilising the selection processes

Choose all the possible answers

I like being ____________ in summer.

At the cafeteria / on the coast / in the forest / in a tent / on a reindeer/ at school

3. Identifying

Cross out the word that doesn't belong with the others in the group.

Winter home / skis / sleds / dinner

Rendeer / shark / trip / insect

Forget / traditions / songs / stories

HAPPY NEW YEAR

1. Sorting

Group the activities

Blow out the candles, visit all our friends and family, bands pracrice their

music, buy new clothes, eat deserts, wear pary hats, open presents, dancers dance along

the street,

Birthday Party = ____________________________

__________________________________________

Carvival = _________________________________

__________________________________________

The End of Ramadan = _______________________

__________________________________________

2. Matching

B. Match them with their Turkish meanings

1. Harika a. join

2. Katılmak b. fast

3. Kutlamak c. excited

4. oruç tutmak d. magnificent

5. Heyecanlanmak e. Celebrate

3.4.3 Exercises Aimed at the Conveying the Meanings of new vocabulary in

the Selected Texts

Gap Fill Exercises

Complete the given words as in the example

Ex: Hunt- (hunter)

Move - (movement)

Vibrate - (vibration)

Use - (useful)

Meat - (meat eaters)

THE SAMI OF NORTHERN EUROPE

Gap Fill Exercises

A. complete with the words from text

S_ _ _ _ _ , C _ _ _ _ _ _ _ _ _ _ , N _ _ _ _ _, D _ _ _ , C _ _ _ _ _ _

B. 1. Beautiful animals, like leopards, are hunted for their ________.

Less Skin Coast

2. There was the most awful _______ last night.

Storm Pulled Less

3. Plastic bottles are ______ expensive to produce

Storm Coast Less

4. They live on the east ______ of Scotland.

Coast Skin Northern

5. Dogs ______ the sleds in many countries.

Pulled Coast Tent

HAPPY NEW YEAR

Using the words by correlating them

— Write five related words to “carnaval” - _______________________

— Write five related words to “traditions” - _______________________

—Write five related words to “Wedding day” - _______________________

then make sentences with them.

Gap Fill Exercises

A. Fill in the blanks

Arrival- proud of-shouted at- invitation- occasion

-"an _________ arranged to honor the president";

-I was angry and I_________ him.

-He first met Panos soon after his_______ in Greece.

-She was so________ her son.

-"she had an ______ for the party but she didn’t come".

B. Think anything about Christmas. Start with it and continue in pairs or groups

and see how many words you can link up.

C H R I S T M A S

E W I N T E R

3.5 DATA COLLECTION

The data in this study was collected in two ways. These are the performance

tests and a survey used in the pre-test post-test model.

3.5 1 Preparatıon of the Performance Tests

These are the tests that are used in measuring the differences in

information/abilities or behaviour which one gains through training.

Four performance tests were used in this study. The first one is a twenty question

pre-test that aims at determining the English level of the students.This test was prepared

for elementary level students.

The second performance test is the one applied after studying “Sharks: Useful

Hunters of the Sea,”, the third after ‘Sami of Nothern Europe’ and the last one after

‘Happy New Year’. The text exercises were utilised during the preparation of these

questions, however it was ensured that they were not the same. The performance tests

consisted of true/false, multiple choice, fill in the blanks, matching and comprehension

questions.

Test 1 mainly consisted of English grammer questions, Test 2 comprehension,

Test 3 vocabulary and Test 4 comprehension and vocabulary equally. The reason for

this was to determine whether the words emphasized in class affected comprehension or

vocabulary. In the performans tests the students were given texts and were asked to

answer the questions according to the texts.

Performance Test 1

This test was given to the two classes of second year students who were learning

English with emphasis on grammar as well as students who were taking mandatory

English classes in addition to their other classes.It was aming to determine the

difference in performance through multiple choice questions. The test was a model test

prepared by using the questions in Headway Elementary Workbook, appropriate for the

students’ level. Because the students were learning English grammar, this test, which

was also used as a pre-test, did not include any questions on reading or vocabulary. As

grammar topics, Headway Elementary Workbook included questions on tenses (Verb to

be, Simple present Tense, Present Coninuous Tense ve Simple Past Tense), there is/are

and much/any. After the test, the class with the higher score was assigned as the control

group, and the other class as the experimental group.

Performance Test 2

The test based on the text “Sharks: Useful Hunters of the Sea” consisted of four

parts. In parts A, B and C, reading and comprehension (True/false, multiple choice and

question-answer) questions which included the targeted words or whose answers were

expected to include the targeted words were asked. Part D included fill in the blanks and

vocabulary questions. The test contained more text-comprehension questions than

vocabulary questions.

Performance Test 3

This test was based on the “The Sami of Northern Europe” text. It consisted of

four parts. The fill in the blanks and find the right match questions in the first two were

aimed at vocabulary learning, the third part at comprehension, and the three multiple

choice questions in the last one at vocabulary, the two at comprehension. This test

emphasized vocabulary learning.

Performance Test 4

‘Happy New Year’ also consisted of four parts, as were the other tests applied

after studying the texts. In this test, there were an equal number of vocabulary and

comprehension questions. Part A and B included comprehension, C and D included fill

in the blanks activities.

3.5.2 Survey

- In the 10 question survey, the students were asked about their opinions on

the texts and exercises given in class.

As a result, compared to the control group who were not given additonal

exercises, the experimental group who were given additional exercises were expected to

find the learning more permanent, to find the text topics and text reading and

comprehension activities interesting, and to find the texts appropriate to their level,

relevant and the exercises adequate.

3.6 ANALYZİNG AND INTERPRETING DATA

3.6.1 Data Collection Procedures

The research started in November 2005 and ended in June 2006. The studies

conduxted with experiment and control groups are as follows:

1. The experiment and control groups were given the ‘English Grammar

Performance Test’ (pre-test) (November 2005)

2. To measure how the exercises in reading textbooks affected vocabulary

learning, six texts in three reading textbooks (Themes for Today, Reading and Writing

Targets, Facts and Figures) were studied over a period of six months. (November-June)

3. The control group was given the texts and the exercises in the textbooks but

no vocabulary learning activities.

4. The experimental group was given activities that explained the new

vocabulary and helped them comprehend and reinforce the new vocabulary as well as

the texts and the exercises in the textbooks.

5. To monitor the progress in the performances of the experiment and control

groups, a performance test was given after each text. (January, April and June)

6. Aside from these tests, a survey was conducted in order to collect views on

the way the classes and the books were given.

3.6.2 Statistical Analysis

The statistical analysis of this study was done using Statistica Axa (SN:

AXA507C775506FAN3)After the normal dispersion of the data was analysed using the

one sided Kolmogorov Smirnov test, t-test was used for comparison between the

independent groups, sequential t-test was used after matching the pre and post

performance scores to stress the importance of the additional exercises. For qualitative

data, Pearson Correlation r2 analysis was used giving the numerical and percentile

values.The level of significance is p>0.05.

CHAPTER 4

FINDINGS AND THE INTERPRETATION

The findings of the research will be analyzed and discussed according to the

methods described in section 3.

4.1 EVALUATION OF THE SURVEY

The survey, along with the PS4 (Performance score) was given to the

Constructional Painting Teaching (CPT) and Construction Teaching (CT)2nd class

students at the Trakya University Kırklareli Technical Education Faculty. 70 students

participated in the survey, 33 of whom were the experimental group and 37 were the

control group. 10 questions were asked in the survey which collected opinions on the

exercises the teacher gave in class. These questions tested whether the students were

satisfied with the texts and activities conducted in class.

On the cover of the survey, the students were asked to give honest answers. The

answers to the questions on the second page for the three reading texts were asked to be

in the form of yes/no. In the questions, abreviations ‘Sharks’ for “Sharks: Useful

hunters of the Sea”, SEN for “Sami of the Northern Europe” and HNY for “Happy New

Year” were used. The results were evaluated using the Kolmogorov Smirnov test.

Tablo 4.1: Survey Evaluation Results (*: p<0.05 was accepted to be statistically significant)

Questions Grup I (Gd) Grup II(Gk)

Yes No Yes No Χ2 p

Sharks 15 (45,5) 18 (54,5) 22 (59,5) 15(40,5) 1.373 0.241

SEN 16(48,5) 17(51,5) 27 (73) 10 (27) 4.415 0,036*

Question1

HNY 11(33,3) 22 (66,7) 25(67,6) 12 (32,4) 8,184 0,004*

Sharks 13 (39,4) 20 (60,6) 18 (48,6) 19 (51,4) 0,605 0,436

SEN 18(54,5) 15 (49,5) 26 (70,3) 11 (29,7) 1.847 0.174 Question2

HNY 18 (54,5) 15 (45,5) 13 (35,1) 24 (64,9) 2,664 0,103

Sharks 21 (63,6) 12 (36,4) 25 (67,6) 12 (32,4) 0,120 0,729

SEN 13 (39,4) 20 (60,6) 14 (37,8) 23 (62,2) 0,018 0,894

Question3

HNY 17 (51,5) 16 (48,5) 24 (64,9) 13 (35,1) 1,281 0,258

Sharks 13 (39,4) 20 (60,6) 15 (40,5) 22 (59,5) 0,010 0,922

SEN 9 (27,3) 24 (72,7) 10 (27) 27 (73) 0,001 0,982

Question4

HNY 12 (36,4) 21 (63,6) 15 (40,5) 22 (59,5) 0,128 0,720

Sharks 19 (57,6) 14 (42,4) 27 (73) 10 (27,0) 1,835 0,175

SEN 18 (54,5 15 (45,5) 31 (83,8) 6 (16,2) 7,101 0,008*

Question5

HNY 21 (63,6) 12 (36,4) 32 (86,5) 5 (13,5) 4,953 0,026*

Sharks 19 (57,6) 14 (42,4) 22 (59,5) 15 (40,5) 0,026 0,873

SEN 17 (51,5) 16 (48,5) 21 (56,8) 16 (43,2) 0,193 0,660

Question6

HNY 14 (42,4) 19 (57,6) 25 (67,6) 12 (32,4) 4,469 0,035*

Sharks 21 (63,6) 12 (36,4) 24 (64,9) 13 (35,1) 0,011 0,915

SEN 19 (57,6) 14 (42,4) 25 (67,6) 12 (32,4) 0,746 0,388

Question7

HNY 18 (54,5) 15 (45,5) 29 (78,4) 8 (21,6) 4,491 0,034

Sharks 23 (69,7) 10 (30,3) 30 (81,1) 7 (18,9) 1,229 0,268

SEN 18 (54,5) 15 (45,5) 28 (75,7) 9 (24,3) 3,457 0,063*

Question8

HNY 19 (57,6) 14 (42,4) 33 (89,2) 4 (10,4) 9,126 0,003*

Sharks 21 (63,6) 12 (36,4) 29 (78,4) 8 (21,6) 1,857 0,173

SEN 17 (51,5) 16 (48,5) 28 (75,7) 9 (24,3) 4,435 0,035*

Question9

HNY 17 (51,5) 16 (48,5) 33 (89,2) 4 (10,4) 12,131 0,000*

Sharks 23 (69,7) 10 (30,3) 30 (81,1) 7 (18,9) 1,229 0,268

SEN 18 (54,5) 15 (45,5) 28 (75,7) 9 (24,3) 3,457 0,063*

Question10

HNY 19 (57,6) 14 (42,4) 33 (89,2) 4 (10,4) 9,126 0,003*

4.2 EVALUATION OF THE PERFORMANCE TESTS

This research which studies how giving exercises that are more permanent and

effective in teaching vocabulary in addition to the ones in the textbooks used in the

reading classes affect the students’ vocabulary shows the positive development in their

vocabulary by the difference noted in the PS’s of the experiment and control groups.

PS1 is the foreign language performance test that was used as a pre-test. According to

this, the group with the lower PS was assigned as the experimental group. After this

test, the test given after the first text (Sharks) was PS2, after text 3 (SEN) was PS3 and

the last one (HNY) was PS4. Lastly, the APS was derived.

Tablo 4.2 Performance Score Evaluation Table

The difference between the performance scores of the experimental and control

groups were analyzed using the t-test and the findings were given in Table 4.2.

The Average of PS1 Related To the Experimental and Control Groups

PS1 is the result of the test given as a pre-test. In this research there is not a

significant difference between the experimental and the control group. ( t=-0,387,

p=0,700)

As can be seen in Fig 4.11 the performance of the experimental group is lower

than the control group with a slight difference before the studies began.

PS1 PS2 PS3 PS4 APS

X ± S X ± S X ± S X ± S X ± S

EG 61,88+14,764 54,88+20,327 62,36+23,381 51,27+15,851 57,30+18,932

CG 63,46+18,836 54,64+20,590 59,23+18,683 52,63+19,433 53,11+19,185

The PS2 given after the text “Sharks”

was studied in the experimental group with its

additional vocabulary exercises shows that there

was a progress in the experimental group

compared to the control group. However, the

difference was not significant. (t=0,45, p= 0,700)

Again, although the test given after the

second text SEN was studied, shows progress

there is not a significant difference between the

groups. (t=0,613, p= 0, 542)

PS4 was given after the text “Happy New

Year” was studied and the vocabulary exercises

in the book were done with additional exercises

presented. Although the experimental group was

expected to get a higher score in terms of

learning new vocabulary, the control group

seemed to have a better performance. This

shows that the score is not statistically

significant. (t= -0,314, p= 0,754)

(Figure 4.12)

54,5 54,6 54,7 54,8 54,9

(Figure 4.13)

PS3 62,36

57 58 59 60 61 62 63

(Figure 4.14)

50 51 52 53

The Average Performance Score Related To The Experiment And Control

Groups

Fig 4.15 shows that the average

performance score of the experimental group is

higher than the control group. But, this is not

statistically significant. (t= 0,906, p= 0,368)

(Figure 4.15)

50 52 54 56 58

CHAPTER 5

CONCLUSION AND SUGGESTIONS

5.1 CONCLUSION

This study was evaluated with a survey in the context of texts and vocabulary

exercises in the Facts and Figures, Themes for Today ve Reading and Writing Targets

and the survey PS (performance score) results are given in Table 4.3 in Part 4.

The results of the surveys and tests conducted in this research will be given

below. Firstly, criteria in the phase of the survey preparation, the survey questions, the

responses given, the interpretations of these answers and secondly, the results of the

tests will be evaluated. Statistical evaluation of the tests is given in Findings and

Interpretation chapter. However, expected results were not observed (Chapter 4). On the

other hand the same situation is observed for the results of survey too. The answers

given differ from the expected ones. It was determined that there had been problems in

the methodology of the research followed during the exercises survey and tests and it is

discussed below with details.

Exercises:

Exercises were designed according to the presentation of the new words,

conveying their meaning and consolidation in Seal’s (1998: 298) Planned Vocabulary

Teaching lesson and Thornbury’s (2004: 93) integration activities which are more

practical and cognitive were used. Although these activites are more productive and not

mechanic to learn vocabulary, the level of the texts were high for the students (see

evaluation of the survey) so that they might have caused demorilization of the students

and got low marks from the tests.

Survey:

The survey was prepared and conducted according to the criteria below:

- Yes/no choices were used in the survey form to answer the questions.

- The experiment and control groups were given the same survey.

- The survey was arranged in a way that provided separate answers for each of

the texts. This way, the differences for each text can be evaluated.

However, these criteria are not proper for the survey of this study. Another type

of survey in which different answers are used could have been selected in stead of the

questions that necessitate yes/no answers. In this way, meaning confusion in the

questions also could have been eliminated.

The same survey shouldn’t have been given to the experimental and control

groups. Because, the additional exercises were not studied with control group students,

but the question “Do you think the given vocabulary exercises were helpful in

comprehending the text?” was supposed to be answered by both group students.

The questions of the survey are indirect. The students might have difficulty on

understanding of them therefore gave wrong answers.

In questions 5, 6 and 7 “Were you given exercises by your teacher while

presenting the words? Were you given other exercises by your teacher to reinforce the

new vocabulary in addition to the text exercises? Were you given additional exercises

that used the new vocabulary to convey the meaning after you finished the text

exercises?” the use of concepts of presentation, consolidation and re-evocation of word

might have caused confusion in the minds of students.

Evaluation of the Survey:

Here are the evaluation of the responses of the questionnaire (see Appendix 5)

given after the post test 4 .

Question 1

In Table 4-1, in the answers to the

question “Did you find the texts below

relevant in their topics?”, the control group

found it relevant whereas the experimental

group did not. However, there is not a

significant difference between the two.

(Figure 4.1a) For the other texts there is a

significant difference. That the control group

found the texts relevant may be due to the

possibility that they are just the topics the

control group are interested in.

Question 2

For the second question of whether

they found the texts boring, there were less

‘yes’ answers than ‘no’ from the

experimental group. In the control group 18

said yes while 19 said no. As a result, neither

found the Sharks text boring. (Figure 4.2a

and 4.2b)Both groups found the second text

boring. As for the third text, the

experimental group found it boring by a

slight difference while 69% of the control

group found it boring. However, when the

two groups were compared, a significant

difference was not found.

Experimental Group

(Figure 4.2a)

39,4 54,5 54,5 60,6

49,5 45,5

Sharks SEN HNY

Question2

Control Group

(Figure 4.2b)

48,6 70,3

35,1 51,4

Sharks SEN HNY

Question2

(Figure 4.1b)

Control Group59,5 73 67,6

40,5 27

Sharks SEN HNY

Question1

45,5 48,5

54,5 51,5 66,7

Sharks SEN HNY

Question1

Experimental Group

(Figure 4.1a)

Question 3

It is important to select words that are

encountered often and are appropriate for

their level and needs instead of special

words. Starting from this, the answers to the

question about the levels of the texts showed

that the groups found Sharks and HNY

appropriate for their level. The positive

answers the control group gave were

especially large in number. (Fig. 4.3a)

However, members of both groups who

found the SEN text boring found this

unsuitable for their level. (Fig 4.3b)

Question 4

Textbooks today include periodical

revision parts so that the new vocabulary is

regularly repeated. (Thornbury, 2004:39)

Both the experimental and control groups

said no to the question “Did you find the

text exercises adequate in reinforcing your

remembering them?” However, evaluation

shows that not all the texts were

comprehended equally. Both groups found

the exercises for SEN more inadequate

compared to the others.

Experimental Group

(Figure 4.3a)

60,6 48,5

0 20 40 60 80

Sharks SEN HNY

Question3

Control Group

(Figure 4.3b)

0 20 40 60 80

Sharks SEN HNY

Question3

Experimental Group

(Figure 4.4a)

39,4 27,3

60,6 72,7 63,6

Sharks SEN HNY

Question4

Control Group

(Figure 4.4b)

59,5 73 59,5

Sharks SEN HNY

Question4

Question 5

Both the experimental and control

groups gave the answer yes to the question

“Were you given exercises by your teacher

while presenting the words?” for all the

texts. At this stage of vocabulary teaching,

the experimental group was given additional

exercises while the control group was given

examplary sentences that helped to explain

the meanings of the words. However, the

positive answers were more in number in the

control group than the experimental group.

This is because the time frame between

studying the texts and taking the survey was

short. The students thought of the examples

given during presentation of the words as

additional activities.

Experimental Group

( Figure 4.5a)

57,6 54,563,6

42,4 45,5 36,4

Sharks SEN HNY

Question 5

Control Group

( Figure 4.5 b)

73 83,8 86,5

27 16,2 13,5

Sharks SEN HNY

Question 5

Question 6

Both groups said yes to the question

Were you given exercises that used the new

vocabulary after you finished the text

exercises? Exercises that helped reinforce

the new vocabulary were only given to the

experimental group. The control group

students also gave a positive answer to this.

The reason for this could be that the control

group saw the activities carried out in class

as additional exercises or that they did not

pay enough attention to answering the survey

questions.

The important difference from the

expected ones with regard to results in the

Control Group might have emanated from

the fact that students interpreted the

explanatory examples given by the teacher

during the class as additional exercises.

Experimental Group

(Figure 4.6a)

57,6 51,5

42,4 42,4 48,5 57,6

0 20 40 60 80

Sharks SEN HNY

Question 6

Control Group

( Figure 4.6 b)

59,5 56,8 67,6 40,5 43,2

0 20 40 60 80

Sharks SEN HNY

Question 6

Question 7

Both groups said yes to the question

“Were you given exercises that used the

new vocabulary after you finished the text

exercises?” Exercises that helped reinforce

the new vocabulary were only given to the

experimental group. The control group

students also gave a positive answer to this.

The reason for this could be that the

control group saw the activities carried out

in class as additional exercises or that they

did not pay enough attention to answering

the survey questions. The important

difference from the expected ones with

regard to results in the Control Group might

have emanated from the fact that students

interpreted the explanatory examples given

by the teacher during the class as additional

exercises.

Question 8

“Do you think the given vocabulary

exercises were helpful in comprehending

the text?”Both groups gave a positive

answer to this question. The percentage of

the control group students who said yes is

higher than the experimental group. (Fig

4.8b) There was a significant difference

between the texts SEN and HNY. (p<0,05)

Experimental Group

(Figure 4.7a)

63,6 57,6 54,5

36,4 42,4 45,5

Sharks SEN HNY

Question 7

(Figure 4.7b)

Control Group

64,9 67,6 78,4

35,1 32,4 21,6

Sharks SEN HNY

Question 7

Experimental Group

(Figure 4.8a)

69,7 54,5 57,6

45,5 42,4

Sharks

Question 8

SEN HNY

Repetition exercises regarding the

phase of consolidation of words were given

only to the Experimental Group after the

completion of the instruction of the text. The

reason for this might have been that because

they had not had information regarding these

additional exercises, the Control Group

students evaluated practices done during the

class as additional exercises and they did not

show necessary concern to answer the survey

in a correct way. However, giving the same

survey to both of the groups might also have

created the problem. The Control Group

might have felt the necessity to answer the

correct ones and given the affirmative

answers.

Question 9

“Did you do any extra activities after

class to remember the words in the texts

below?”

More than 50% of the experimental

group said yes to this for all the texts. (Fig

4.9a) The control group also gave a positive

answer to this. When the answers are

compared, the percentage of the students in

the control group who said yes can be seen

to be over 75%. This shows that the control

group studied more than the experimental

group. This is true especially for HNY and

SEN. There is a significant difference in

Table 2 for p<0,05. (SEN p<0,035, HNY

p<0,000).

Experimental Group

(Figure 4.9a)

63,6 51,5 51,5 48,5

0 20 40 60 80

Sharks SEN HNY

Question 9

Control Group

(Figure 4.9b)

78,6 75,7 89,2

10,421,6 24,3

0 20 40 60 80

Sharks SEN HNY

Question9

Control Group

(Figure 4.8b)

81,1 75,7 89,2

18,9 24,3 10,4

Sharks SEN HNY

Question 8

Question 10

“Did you find the texts below helpful

in expanding your vocabulary?” As can be

seen in Fig. 4.10 the experimental group gave

negative answers for the SEN text. Even

though additional exercises were given for

this text which had few activites in the book,

the experimental group did not find it helpful.

The control group found all the texts helpful.

(Fig 4.10a) Compared to the experimental

group there is a significant difference

according to Table 4.1. This difference is

valid for SEN and HNY. (p<0,05)

The contrariness between survey answers of the Experimental Group and the

Control Group from the expected ones may have arose from the problems given below

depending on the methodology followed:

As we handled above, the Control Group answered the survey because the

survey was applied to both groups although it was a question that should have been

directed to only the Experimental Group.

• First problem is that the study started in November and covered the period

between November and June, and the survey was given to the student seven months

later. During this period, a total of 6 texts were studied in addition to 3 texts shown to

students as examples. The other texts were selected from the units of the same books

(Facts and Figures, Themes for Today and Reading and Writing Targets) among the

texts, which would be seen as more contemporary by the students. But, the students

(Figure 4.10b)

Control Group

64,9 75,7 75,7 35,1

24,3 24,3

0 20 40 60 80

Sharks SEN HNY

Question10

(Figure 4.10a)

Experimental Group

72,7 45,5 54,5

54,5 45,5

0 20 40 60 80

Sharks SEN HNY

Question 10

found their levels more difficult, thus they were not included in the exams and the

research. Performance tests were given to the students as midterm and final exams.

However, the result of the research was formed such. This might have emanated from

the facts that the survey was conducted in June, thus during this intermediate period,

former studies might have been forgotten forgotten or the texts, which are subjects of

the research, were interfused with the other three texts. Handling period and calendar

order for the subjects are shown in the following table. The survey was given with Final

(Spring) namely PT4.

Research Period for I. and II. Term of 2005-2006 Academic Year The Texts studied

before Midterm

(Fall) (BT1)

The Texts studied

before Final (Fall)

The Texts studied

before Midterm

(Spring) (BT3)

The Texts studied

before Final (Fall)

Repetition of the

Grammar Subjects

of the First Year

Text1.Sharks:Useful

Hunters of The Sea

Text 2

Text 1. Sami of

Northern Europe

Text 2.

Text 1. Happy New

Text 2.

Survey

Figure 5.1

• Before the study, the Experimental and Control Groups were not informed

about the study to be done when the research began. It might have been due to this fact

the studies done in the classroom were not given necessary attention. If the research

period had been risen to notice, there would have been consistency in answers even

though, the survey was conducted in the end of the year.

• The Experimental and Control Groups consist of the students with beginner

level English from Faculty of Technical Education and they are learning Foreign

Language during a total of 2 hours in addition to their undergraduate courses. The

students found the texts and their exercises difficult compared to their knowledge

although texts and the exercises are at beginner level. In addition to these difficult text

and exercises, the Experimental Group was demoralized by giving additional exercises

related to the words in the texts. The fact that the points of the Experimental Group

were lower than points of the other group is a proof of the situation mentioned. In this

study, the Experimental and Control groups were not selected among the right mass.

Foreign language teaching with only focus on texts could not be conducted successfully

among the mass mentioned. If the same study is conducted with students at the beginner

level in a foreign language preparatory class instead of the students of Faculty of

Technical Education, the results we get might be different.

• The individual learning habits and the abilities of the students were not taken

into account; everybody was given the same exercises. This was not able to bring the

specified achievement as its result.

• The exercises that were prepared as additional exercises had similarities with

textbook exercises. Instead of this, a more successful result might be obtained by

including activities not included in textbook exercises, such as explaining and narrating,

and by re-arranging and processing the texts according to the level of target group.

Test :

When we look at their PSs, at the beginning of the research, the result of the pre-

test given as PS1 showed that average grades of the Experimental Group students were

lower compared to the Control Group, (Figure 5.12, Table 5.2) as a result of the

application of the additional exercises, the results of PS2 and PS3 proved that the

Experimental Group had been more successful than the Control group (Figure 4.12,

4.13 Table 4.2). However, the achievement by the Experimental group compared to the

Control group is not a notable one statistically. According to PS4 results, the Control

group students had more notable achievement statistically and were more successful

than the Experimental group. The causes of this fact are given below:

As can be observed from the survey questions (Figure 5.9a, 5.9b), the Control

group students did more autonomous study regarding words compared to the

Experimental group before the last test that is about the text “Happy New year”. In

addition, according to the survey results, the students evaluated the texts as being above

their levels. As a result, the study done might have been too heavy and thus too

demoralizing for the Experimental group students.

In tests, for students the questions that measure the vocabulary teaching are the

most difficult parts to be answered. Therefore, the focus on the questions that aims only

to measure word knowledge in the last test diminished achievement.

The decrease in the achievement of the Experimental group might have been

resulted from the fact that the students gave more attention to other courses because of

the end of the semestre.

BOP shows that the Experimental group was more successful than the Control

Group. But this achievement is not notable one statistically (Table 4.2).

As a conclusion, it is determined that the additional exercises did not bring

desired achievement due to the errors done in the criteria used in survey preparation and

in the selection of the application methodology. It is obvious that these methodology

errors committed above should be taken account in the class and the study levels and

should be avoided. In the study in which we tried to answer the question of whether or

not the effects of the exercises in English reading text books are sufficient on

vocabulary teaching achievement, we reach the conclusion that under the conditions in

which the situations mentioned above are corrected, the additional exercises will bring

achievement and student satisfaction.

5.2 RECOMMENDATIONS

Methodological orientations in recent years emphasize that reading-

comprehension ability should be gained more than speaking ability in foreign language

courses. When a reading-comprehension focused conception is followed in Foreign

Language courses in Trakya University Faculty of Technical Education in which

education is not a foreign language focused one and Foreign Language course is a

mandatory common course, new vocabulary in the texts taken from different books

cannot be learned at a sufficient level by the students, thus desired level of achievement

cannot be obtained in foreign language teaching. Therefore, it was decided to study the

subject scientifically, and development of recommendations for the solution was aimed.

In this study, activities that aim at vocabulary teaching were included in addition

to texts and exercises found in the textbooks in order to teach new vocabulary at a

desired level when English courses, which are oriented to sophomores of T.U. Faculty

of Technical Education, are done in a reading-comprehension focused manner, and it

was analyzed that whether or not there is an increase in learning vocabulary

achievement as a result of this way. However, the result of the study shows that

although the experimental group was given additional exercises, the achievement level

of the experimental group is more than the achievement of the control group but with a

very little difference and this difference is not a notable one statistically. We conclude

that the methodology followed is erroneous, selected texts and additional exercises

demoralized the experimental group, and they were heavy for them because they were

not students who get foreign language focused education. These result leads us these

conclusions: The level of student should be taken into account when reading focused

foreign language education is conducted, one should be more cautious in analyzing the

student profile well, in determining methodology to be applied and in selecting

appropriate materials and strategies in order to teach the foreign language in compliance

with the fundamentals of this methodology. It shows how it is important to act within

certain measures in selecting texts and exercises.

In order to make the students able to comprehend and understand new

vocabulary in a short time, one should know to what extend students are in command of

mother tongue and foreign language, and whether or the students know another foreign

language should be inquired. Because these are the factors that have effects on easy or

difficult comprehension of a text, and thus on comprehending and learning of new

vocabulary in a short time. In order to obtain achievement in reading focused courses,

students’ reading habits should be inquired, the reading strategies they know should be

determined, and one should decide which ones should be developed in foreign language

courses.

Texts should be easily understandable, should not exceed students’ vocabulary,

should be appropriate for their knowledge level and include interesting subjects. In this

context, the instructors that aim to make student able to read a text more quickly and to

understand it correctly should plan course arrangements well and prepare course

materials in compliance with this plan and certain measures.

In mandatory common courses given for 2-3 hours a week, materials that are

appropriate to target group and weekly teaching periods should be used instead of

course books prepared for the use in intensive English preparatory classes. The

vocabulary to be taught should be determined by making necessity analysis. New

vocabulary should be associated to former vocabulary and information, and long-lasting

learning should be achieved in this way.

In the courses that aim long-lasting vocabulary teaching, hence developing

reading-comprehension ability, vocabulary teaching should be done in a systematic

way. In addition to the inclusion of the exercises that aim to analyze the meanings of the

new vocabulary, activities that necessitates the use of this vocabulary again and again

and make the derivation -in other vocabulary production - of new vocabulary from this

vocabulary possible should be included. These types of activities and their examples are

given in the 3rd Chapter of the study.

In order to understand to what extend the student learned new vocabulary, the

teaching and the assessment methods should be surely in compliance with each other.

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Appendix 1

TEST 1

T.Ü. KIRKLARELİ TEKNİK EĞİTİM FAKÜLTESİ

2005–06 ÖĞRETİM YILI YABANCI DİL I. VİZE SINAVI

NAME SURNAME :

NUMBER :

PROGRAM : Yapı Öğretmenliği II_______

Yapı Ressamlığı Öğretmenliği II _______

I. Choose the correct one

1. At the weekend I ____________ go to the seaside

a. every day b. a lot of c. often

2. "I'm a teacher. And ____________ do you do?"

a. how b. what c. who

3. Tom has ____________ English lesson on Thursdays.

a. your b. her c. his

4. We _____ a wonderful dinner yesterday evening.

a. have had b. haved c. had

5. When _____________ to her?

a. you talked b. Talked you c. Did you talk

6. He’s got _______ interesting stories.

a. any b. Some c. An

7. Where _____ yesterday?

a. was you b. Are you c. were you

8. Do you like watching TV? Yes, I ___

a. like b. like watching c. do

9. The children in that class ______ nine years old.

a. has b. Are c. Have

10. I ________ a new car last month.

a. bought b. buys c. Buyed

11. Are there ______ apples in the kitchen?

a. much b. any c. Some

12. I’m going home ______ it’s late.

a. But b. that c. Because

13. I went to Paris three years _____.

a. last b. ago c. time past

14. He likes watching TV ______ evening.

a. in the b. at c. on

15. I _____ drive a car.

a. can’t to b. can c. want

16. My father _______ in a bank.

a. works b. work c. is working

17. Arzu can ____________ all night long!

a. dancing b. to dance c. dance

18. ________John last week?

a. Did you see b. Did you saw c. Do you see

19. Choose the best translation of the sentence.

Şu anda basit bir İngilizce sınavı oluyorum.

a. At the moment I have a simple English exam. b. At the moment I am

having simple an English exam. c. I am having a simple English exam at the

moment.

20. My father usually ------------- to work by train , but today he’s ------------

his car.Because it’s very cold.

a. travels / driving b. goes / walking c. catches/ travelling

Good Luck

Appendix 2

TEST 2

“Sharks:Useful Hunters of the Sea” Metni Derste Okutulduktan sonra

Uygulanan Test

Read “Sharks: Useful Hunters of the Sea” .

A) Write TRUE or FALSE

1. _____ T _____ F All sharks live only in ocean.

2. _____ T______F Sahrks have ears.

3. _____ T______F Sharks hunt for food at night at night because they see

well in low light.

4. _____ T______F Information about sharks may help sharks live longer

5. _____ T______F Sharks clean the ocean.

B) Answer these questions.

6. What happens when a sharks tooth fall out?

7. How do the sharks keep the ocean clean?

8. What do scientists want to find out?

9. What are two types of sharks?

10. Whay are sharks dangerous for people?

C) Choose the best answer.

11. How can sharks find food?

a. They feel vibrations b. They can see with their eyes. c. Both a and b

12. When do sharks hunt for food?

a. in the morning b. Dawn c. Both a and b

13. Why are sharks important ?

a. they clean the ocean b. They are very big c. They eat fish

14. Why do sharks feel vibrations for food?

a. Because they can’t see the food. They have no eyes.

b. Because they can’t “hear”. They have no ears.

c. Because they don’t have any cancer.

15. What is the main idea of this passage?

a. Sharks are dangerous

b. Sharks are important and useful animals.

c. Sharks are meat eaters.

D) Fill in the blanks with the given words.

1. in the body_______ cells grow uncontrollably

2. We must__________ the cancer from spreading

3. George often________ wild pigs in the forest.

4. _______ sharks are meat eaters.

5. we got up before _________

prevent, dawn, cancer, hunts, several

Appendix 3

TEST 3

TÜ KTEF II DÖNEM I VİZE SINAV SORULARI

NAME SURNAME

NUMBER

PROGRAM

A) Fill in the blanks. Use the given words

1. ___1__ in the Sahara Desert travel on their camels.

2. Most people in Arabia dress in ___2__ clothes. A few people wear western clothes.

3. I need to write a __3__ story-only one page.

4. Janet and Tom are going to take a ___4__ to England next year.

5. The Baker family likes to go camping. They sleep in a ___5__.

nomads______, traditional_______,tent______ brief______ Trip_____,

B) Match the words that mean the same

1. storm ___________ a. A spider’s home

2. web ____________ b. Bad weather

3. coast ___________ c. Land near the sea

4. terrible _________ d. very bad

5. adult ___________ e. man or woman

C) True / False

1. Most Sami live in large cities. _______

2. Only a few Sami are nomads. _______

3. Sami nomads raise sheep. _______

4. There are Sami in Russia _______

5. These nomads live in tents because they move so often _______

D) Choose the best answer

1) Where do nomads live?

a. in big cities b. on the coast c.on the sleds

2) Which is not true about Sami?

a. They wear beautiful blue and red traditional clothes.

b. They walk or travel on skis and sleds

c.Rendeer dig through the snow to move back their winter homes.

3) Nomads move from one place to another with their

a.Cars b. horses c. rendeers

4) There will probably be no more Sami nomads in __________

a. trips b. comfortable c. future

5) Sami nomads walk or travel on _____________

a. skis b. reindeers c. tents

GOOD LUCK

Appendix 4

TEST 4

TÜ KTEF II DÖNEM I VİZE SINAV SORULARI

NAME SURNAME

NUMBER

PROGRAM

A) Read “Happy New Year” . Answer these questions.

16. What is the celebration for?

17. Where and when is it?

18. What preperations do people make for the celebration?

19. What happens on the evening of December?

20. What do they sing?

B) Read the list of activities and fill in the table with the correct letters. Then

say which take place before and which during carnival.

a. bands play to crowds of excited people

b. peope make colourfulcostumes and masks

c. people stand and watch the parades

d. bands practise their music

e. there is a big Samba competition

f. dancers spend hours practising their dances

BEFORE __ __ __ __ __ __

DURING _a_ __ __ __ __ __

C) Fill in the missing adjectives from the list.

colourful, delicious, best, traditional. magnificent,

1. “Danny Boy” is a___________ lrish song.

2. My mother always makes ___________ food on Christmas Day.

3. At Christmas we decorate the house with ____________balloons.

4. On ‘Guy Fawkes’ night in England, many people set 0ff___________

fireworks.

5. Having a party is the___________ way to celebrate your birthday.

D) Complete the sentences with their English meaning

a. The wedding day is a very __1__ day fort he couple

b. Children usually wear __3__ clothes at a birthday party

c. Carnival in my country is like a __2__ street party.

d. People stand and watch the___4___

e. They set off __5__ in the evening.

huge____, special___, Smart___, parades____, fireworks____

GOOD LUCK

Appendix 5 Figure 3.4 Survey Questions

NAME, LAST NAME:

Did you find the texts below relevant in their topics? yes no 11 "Sharks" 12 “The Sami of Northern Europe” 13 “Happy New Year!” ?Did you find the texts below boring? yes no 21 "Sharks" 22 “The Sami of Northern Europe” 23 “Happy New Year!” Did you find the texts below appropriate for your English level? yes no 31 "Sharks" 32 “The Sami of Northern Europe” 33 “Happy New Year!”

Did you find the text exercises adequate in reinforcing your remembering them? yes no

41 "Sharks" 42 “The Sami of Northern Europe” 43 “Happy New Year!” Were you given exercises by your teacher while presenting the words? yes no 51 "Sharks" 52 “The Sami of Northern Europe” 53 “Happy New Year!”

Were you given other exercises by your teacher to reinforce the new vocabulary in addition to the text exercises? yes no

61 "Sharks" 62 “The Sami of Northern Europe” 63 “Happy New Year!”

Were you given exercises that used the new vocabulary after you finished the text exercises? yes no

Do you think the given vocabulary exercises were helpful in comprehending the text? yes no

Did you do any extra activities after class to remember the words in the texts below? yes no

Did you find the texts below helpful in expanding your vocabulary? yes no 101 "Sharks" 102 “The Sami of Northern Europe” 103 “Happy New Year!”

Appendix 6

Appendix 7

Appendix 8

the effect of exercises in english elementary reading books, on the

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