However, Bahrick (1984) conducted several researches on frequent repetition and concluded that the effect on the first encounter was more effective than the learning on the first encounter (Cook, 2001: 69).

4.3.2.2 Association Technique
Research on word learning shows that words are the most effective way to learn by grouping and relating to each other in the mind (Cook, 2001: 69). Especially at the begin- ning level, it is accepted that the learning of the words by the associative technique provides a short and effective learning, so that the words can be stored for a long time. Trying to learn by using structural similarities between words is also considered to be an effective way (Cook, 2001: 70).

It is easier to keep related words in memory and to internalize them. Nation (1990) notes that knowing the words \”meaning\” and \”hopeful\” will make it easier to learn the word \”meaningful\”. The association technique can also be configured with a list of words to be learned.
For example, students may be given a list such as the following, and the words in these two words may be asked to identify the ones associated with each other (celce- Murcia, 2001: 288).

Table 1: Word list to be associated with each other (DeCarrico, 2001)

Cough blue
Grass pepper
Red tea
Salt kitten
Puppy sneeze
Coffee green

However, the words that need to be associated with each other must have definite semantic associations, and it is recommended that no synonyms and opposite semantics are listed. Research shows that similarities between words need to be avoided, as they affect cross-association.