Vocabulary is more important than grammar. Vocabulary is a powerful tool for communication.

Even if the learners do not use the grammar, they can convey meaning through the use of vocabulary. The following conversation that I carried out with a native speaker colleague proves this: M: Gunaydin! Nasilsin? A: So you started speaking Turkish. M: (smiles) Biraz A:What other words do you know? M: (thinks a little) Yesil zeytin A: Interesting! Why did you want to learn it? M: In Real you say it and they show the place. I learnt cay, seker.... A:Do you feel the need to learn anything else? This conversation came to an end with hid answer to my conversation. “ No I don’t need to. I can survive with words. He later told me that he carries a dictionary with him to look up the words. When he is in trouble, he looks them up and tells it to the shopkeepers. Thus, as he stated he carries a dictionary not a grammar book with him. Another example to prove the superiority of vocabulary over grammar is represented in the following statement. “Il fumo ostruisce le arterie e provoca infarti e ictus.” The statement above is in Italian. It is taken from a packet of cigarette. I do not know anything about the Italian language. However, having read this sentence, I did not experience any difficulties. In order to understand this sentence, I found same sounds in Turkish such as “infarti e ictus” and same sounds in English, such as “provoca.” I did not try to work out any grammar. That is, I did not focus on the form of the sentence. I tried to understand the sentence just by looking at the individual words. I looked at the words and my brain immediately found similar words. Thus, the networks in my brain helped me link words to each other and come up with the meaning of this sentence. The third example which shows that vocabulary is more important than grammar is reflected in newspaper headings. BOMB ATTACK – 20 PEOPLE KILLED

These comparisons along with the comparisons the learners make with their L1 lead to confusion. However. Thus. In grammar teaching. Such comparisons are not done for most of the vocabulary items. the important words tend to be content words. we expect the listener to fill in the gaps having heard the beginning of the word. All the important information is given through these collocation. A final context where vocabulary proves to be more useful than grammar is the classroom. The listener finds the rest before the word . Thus. the vocabulary items appear in chunks and with their collocations. In the classroom. as teachers we should be aware that vocabulary comes with its grammar. In the classroom. content words take over the responsibility of conveying meaning. but which has a meaning thanks to the vocabulary added to it. Function words refer to grammar words which do not carry a meaning such as “ do”and “am. That is. I always keep in mind that the lexical system allows us to continually make new links. That is. we can not do the same thing for grammar. I do not think that links are formed very quickly. in teaching a grammar point. the learners try to make connections and relate the words to their background knowledge. we usually deal with grammar through comparison of different structures. even with an incorrect word form or ungrammatical sentence we can ensure that the listener understands what we mean. We can use our lexical tool-kit to create new words by putting words together or changing the part of speech to convey meaning. when I am pre-teaching or teaching vocabulary. we also talk about vocabulary: function and content words. That is. When we are speaking to someone.The heading is not grammatically correct. make errors while selecting the words or use a similar sound instead of another one due to a slip of the tongue or experience a tip of the tongue phenomenon. it consists of collocations. the learner who has difficulty with which tense or form to use constructs a sentence which is grammatically incorrect. I feel that although we can draw schematic representations of words that are related. not in isolation. I can easily understand this heading without having to read a sentence such as “ There was a bomb attack in which 20 people were killed. Also. we should aim at teaching vocabulary with their collocations. However. even if we blend words. Thus.” These function words only help one to understand the other words.

1970: 57-58 qtd in Brown. the communicative power of the lexis should be made explicit through the use of contexts and collocations. overuse of it might neglect grammar totally. concordance lists are important. In conclusion. At the beginning and throughout the course. collocation and phrases. Although some motherese use may be beneficial. At elementary levels. even if they do not know certain structures. I t is equally unnecessary to use grammatical conceptualization in teaching a foreign language” (Stern. Rather.. Yet he learns the language perfectly. H. New Jersey: Prentice Hall Regents . By providing our learners with chunks of language. teachers tend to simplify their use of language through mothese. I still believe that vocabulary is important. The use of motherese and thus neglecting the grammar was the only point that challenged my belief that vocabulary is more important than grammar. Principles of Language Learning and Teaching.. However. I believe that presentation and practice of vocabulary are very important. The words in the word lists should not be seen as items to be memorized or translated as it might be the case when dealing with the form of a grammar item. They try to utter comprehensible words which enable the learner to understand what is being said. I beleived that vocabulary is more important than grammar. The necessary structures should be taught to the students since we are aiming at success in exams. (1994) . Since we are constantly generating lots of connection. there may be some grammar items which are necessary for establishing communication and enhancing comprehension especially when the tests reflect the need for the learner to use grammar knowlege. we can help our learners to use language automatically..is finished. All in all “ a small child simply uses language. 1994: 49). Corpus linguistics helps us to identify common patterns of structure. It gives us information about the use and meaning of words. we understand the message. Thus.D. they can produce vocabulary chunks through which they can convey meaning. He does not learn formal grammar. Thus. Brown.

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