TARIH KULTUR VE SANAT ARASTIRMALARI DERGISI-JOURNAL OF HISTORY CULTURE AND ART RESEARCH, cilt.4, ss.1-11, 2015 (ESCI İndekslerine Giren Dergi)
Almost every teacher is certain about that vocabulary is an important facet of learning a second language. It may be more important than grammar, at least in so far as this concerns communication, and particularly in the early stages when learners seem to understand that amassing a basic vocabulary is very important to fluency in another language. As a rule, receptive vocabulary exceeds productive vocabulary and why listening with comprehension and speaking with comprehension are two very different things-the latter a more difficult cognitive process than the former. Furthermore, vocabulary acquisition is highly idiosyncratic and depends largely on the learner and her or his individual learning styles and cognitive abilities. No two people learn alike. In particular, as understanding and fluency increases, individual interests and even needs will change, which then requires teacher-assisted guidance and remediation vis-a-vis the compilation of a specified and nuanced vocabulary that is tailored to the learner's more practical linguistic needs, whatever these might be.