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Procedia - Social and Behavioral Sciences 232 (2016) 362 – 372

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© 2016 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license
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Peer-review under responsibility of the organizing committee of GlobELT 2016 
Keywords:2QOLQH9RFDEXODU\/HDUQLQJ9RFDEXODU\'HYHORSPHQW()/


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1877-0428 © 2016 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-review under responsibility of the organizing committee of GlobELT 2016
doi:10.1016/j.sbspro.2016.10.051
 Tuğçe Köse et al. / Procedia - Social and Behavioral Sciences 232 (2016) 362 – 372 363

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1.1. The Role of Vocabulary Instruction in Language Learning and Teaching

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1.1.1. The Explicit Learning Theory

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1.1.2. Implicit Learning Theory

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1.1.3. Constructivist Learning Theory

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1.1.4. Behaviourist Learning Theory

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1.1.5. Dual Coding Theory (DCT)

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1.1.6. Word Cards Theory

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1.2. Vocabulary Learning Strategies

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1.3 Vocabulary Learning through CALL

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S1: Oh, that’s really fun!
S2: I really like it, from now on I will use it to study vocabulary!
S3: Teacher, although I wrote the answer, it was not accepted!
S4: I can play this game all day long!
S5: I got A+ for the first time in my life!

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S2: Timed activities are great! I like competition.
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S4: If the activities had pictures and example sentences, it would be useful. However, it is not helpful for me this
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S5: Only definitions are provided. I cannot memorize the definitions. I need examples!

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