Akademik Veri Yönetim Sistemi
Egitim Arastirmalari - Eurasian Journal of Educational Research, cilt.0, sa.33, ss.1-16, 2008 (Scopus)
Problem Statement: Enriching vocabulary requires a person to learn words whose meanings he or she does not know and to use them. When the process is completed only with learning the sounds and the dictionary meaning of a word, such a learning activity cannot be regarded as meaningful. Several studies point out that various problems exist in teaching languages in Turkey. The problems encountered in reading, writing, speaking, and listening activities are mostly because of insufficient vocabulary. In order to solve such problems, one solution is to gain the ability to use these words by establishing meaning webs between the words. The present study investigates the effects of concept maps on vocabulary-enriching activities. Purpose: This study's purpose is to determine the effectiveness of the use of concept maps in vocabulary instruction to enrich students' vocabulary. Research Questions: 1. Is there a significant difference in determining the degree of a word's meaning between the students who are taught a word using concept maps and those who are taught with conventional methods? 2. Is there a significant difference in determining the degree of the connections among words between the students who are taught words using concept maps and those who are taught with conventional methods? 3. Is there a significant difference in the levels of using words in sentences between the students who are taught words using concept maps and those who are taught with conventional methods? Methods: An experimental method was used in the study. The "pre-test post-test design with control group" method was employed. Two fourth-grade classes at a Turkish elementary school were included in the research. The data obtained at the beginning of the study and at the end of the study were compared, and a t-test analyzed whether there was any significant difference between them. Findings and Conclusions: Concept maps are more effective than conventional approaches for teaching unknown words from the point of helping students acquire the ability to determine word meaning. Concept maps are more effective than conventional approaches in teaching unknown words from the point of helping students acquire the ability to use words in sentences. Suggestions: Concept maps should be used for teaching unknown words in order to enrich the vocabulary of students. In the process of preparing textbooks for language teaching, concept maps should be used. Finally, the effectiveness and applicability of concept maps in teaching reading, writing, and listening skills should be studied.