Main Article Content
This study aims to determine instructors' opinions regarding use of concept maps during the process of improvement of vocabulary in teaching Turkish as a foreign language. The research was designed according to the case study, one of the qualitative research approaches. The study group of the research consisted of 13 instructors who taught Turkish as a foreign language in the 2019-2020 academic year. The data of the study were collected using a semi-structured interview form developed by the researchers. The data obtained in the research process were analyzed by content analysis. According to the results of the research, instructors use concept maps at the end of subject review, while teaching relevant words, at the introduction to subject and while studying with keywords during improvement process of vocabulary in teaching Turkish as a foreign language. Concept maps contribute to the vocabulary teaching process in terms of achieving permanent, easy and meaningful learning. Concept maps are used in the module exams, quizzes and end-theme evaluations in the vocabulary teaching assessment and evaluation process. Mind maps, vocabulary notebooks and lists, and vocabulary cards are used as practices that support concept maps in the vocabulary teaching process.
Keywords: foreign language, Turkish, vocabulary teaching, concept map.
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