consciously thought out on the structure (Ellis, 1994b: 1).
Indirect learning is independent of age and intelligence and is not affected by disorders such as memory loss. In contrast, direct learning is affected by such diseases. In indirect learning, the age of the learner is not important, but age is important in direct learning (Reber, 1993: 237).

4.1.1 The Relationship Between Word Learning and Direct-Indirect Learning Through Randomized Teaching

Direct and indirect learning, the first times it emerged, was interested in the acquisition of grammatical structures. Reber (1967) became the first researcher to do studies on this field, with the theory that the results of his experiments investigating the learning of grammar were the result. In his work,
Reber proved that grammar structures were learned without conscious intervention and abstracted. Since Reber\’s work, studies on direct and indirect learning have begun to increase significantly (Rieder, 2003: 24).

The difference between these two forms of learning has been a topic of discussion and controversy in word learning. Krashen (1985), as a natural learning advocate, has emerged as an advocate of indirect learning. By contrast, West\’s General Service List Compilation leads to the emergence and interest of the vocabulary advocates for this point of view. For the last 15 years, researchers have been working on teaching strategies through teaching (West, 1953).
The distinction between direct and indirect learning is a topic that is often discussed in the field of foreign language teaching, in the context of grammar learning and vocabulary learning. There is a great deal of discussion about learning the word and whether it should be done in the natural way or through learning through teaching. At the end of these discussions, the direct and indirect learning headings in word learning have changed, and instead, the terms of word learning have been used instead of random learning and teaching.

Especially coincidental word learning has been a field of research on foreign language teaching, and psychology has begun to separate this learning from direct and indirect learning. While learning vocabulary through teaching, on vocabulary and vocabulary, emphasizing the purpose of teaching, coincidental vocabulary learning is the unawareness of the learner when he gives the attention of the learner to the use of language (Rieder, 2003: 45).

4.2 Learning Random Word