Federalism is the system of government in which power is divided between a central government and regional governments; in the United States, both the national government and the state governments possess a large measure of sovereignty. Federalism differs from the unitary and confederal systems. In a federal system, a national government and the state governments share power. In a unitary system, all power lies with the national government, whereas in a confederation, the vast majority of power rests with the state. Among the merits of federalism are that it promotes policy innovation and political participation and accommodates diversity of opinion, compared to the other alternative systems. Federalism also comes with drawbacks. Chief among them are economic disparities across states, race-to-the-bottom dynamics, and the difficulty of taking action on issues of national importance.
and idiomatic structures. The elaboration is the use of synonyms to extend the whole and to facilitate the meaning (Ellis, 1994: 225-228).
4.3 Learning Vocabulary with Teaching Path
It is based on learning the word through teaching, the attention of the students, the activities on which the words are presented (Sökmen, 1997). Teaching-learning is a very important part of vocabulary teaching programs. In this method, fast and long-term word learning is provided by reinforcements supported by meaningful input. Learning how to teach, how to teach and how to teach will be determined in advance, and it is aimed to have a broad vocabulary of the learners.
Many techniques such as learning vocabulary through teaching, combining old learners with new vocabulary, frequent repetition of words, formation of a deeper procedural skill, and animation are helpful (Celce-Murcia, 2001: 286-287).
Direct word learning provides effective learning in a real sense. In this way, each word is emphasized for a certain period of time and the structural, phonological and contextual features of the word. Another aim of learning vocabulary through teaching is to increase the level of consciousness of the students about certain words and to make them recognize them easily in their next encounter with those words.
Learning vocabulary through instruction leads to the beginning of a cumulative learning. Another advantage of this learning is that this type of vocabulary learning helps to learn vocabulary and helps students to acquire the ability to grasp the strategic and systematic characteristics of the language. These features can be listed as sound, word alignment, word type information, underlying concept and semantic information, and syntactic constructions (Schmitt, 2002: 42).
Only a small part of the vocabulary of a language and the semantic information of this vocabulary can be learned by teaching. The knowledge of vocabulary is so great that it is impossible to learn it all this way. Every word learned through instruction may not be able to reach the learner\’s lexical competence. For this reason, it would be wrong to expect that all of the word information will be learned this way.
4.3.1 Number of Words to Teach
When learning vocabulary through teaching, the number of vocabulary to be taught needs to be determined in advance. In this learning method, there are many questions about both the teacher and the student, about the number of words to be taught and learned, and what they should be. This is at the beginning of the decisions that need to be made before learning the word.
Many researchers today argue that a large number of vocabulary learning is required in the first stages of language learning (at least 3000 high frequency words) (Richards and Renandya, 2002: 259
