The Comparison Of Vocabulary Teaching Methods İn Terms Of Their Effect On Vocabulary Development: A Meta-analytic Review
 
Abstract
The vocabulary teaching which is one of the oldest fields in educational researches is viewed as an activity which contributes to the development of social and communicational skills as well as the comprehension and speech skills of individuals. The fact that the traditional approaches in education were abandoned especially in the 21th century resulted in the utilization of different methods, technics or materials in vocabulary teaching as it is in different fields of language teaching. In this respect, the aim of the research is to determine the overall effect of the said vocabulary teaching methods, technics and materials on the vocabulary development of the students with reference to the conducted studies. Results of 31 quasi-experimental/experimental studies conducted between 2003-2016 in the field of Turkish language teaching were synthesized within the scope of the research in which meta-analysis methods were used. The effect size (Hedge g) calculations, heterogeneity and publication bias tests and intervening variable analyses of the studies included in the meta-analysis were carried out by using the Comprehensive Meta-Analysis v2.0 (CMA) software. It was determined as a result of the study that the overall effect size on the vocabulary development was wide and statistically significant (g=1.133; p<.05). Adjusted effect size of the studies were estimated to be g=.79. On the other hand, while the conducted intervening variable analyses suggested that the effect size values differed depending on the number of words taught and vocabulary teaching methods, technics or materials used, it was determined that the level of teaching, publication type, sample size, field of study and the taught vocabulary categories were not variables that affected the effect size significantly.
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