Determining Vocabulary Teaching Strategies Used in Mother Tongue Education

Abstract

This study aimed to determine the strategies used by Turkish language teachers within the scope of vocabulary development activities within the framework of mother tongue education and to reveal whether the level of use of vocabulary teaching strategies by Turkish language teachers is affected by the factors of length of professional experience and gender. In line with the objectives of the research, the data of the study, which was conducted in the survey model, one of the quantitative research methods, were obtained online through Vocabulary Teaching Strategies Scale (VTSS) in 2022-2023 school year. The sample of the research includes 401 teachers who work as Turkish teachers in middle schools affiliated to the Ministry of National Education. As a result of the statistical analysis of the data obtained within the scope of the research, it was found that Turkish teachers used vocabulary teaching strategies at a moderate level; the length of professional experience affected the frequency of using vocabulary teaching strategies; and gender had no effect on teachers' use of vocabulary teaching strategies. The study also found that teachers used control strategies the most and guidance strategies the least, and that the frequency of using vocabulary teaching strategies was in the order of control > reinforcement > explanation > skill acquisition > teaching > guidance strategies. Based on these results, which were interpreted in the light of the literature, various suggestions were made for teachers and mother language education planners.