Another way to learn vocabulary through teaching is to use vocabulary lists. For many years, vocabulary lists have become a widely used technique, but today this technique is not widely used. However, studies conducted in recent years show that this technique can be very useful when used effectively (Nation, 1995, Meara, 1995). Shillaw (1995) concluded in 1995 that the use of vocabulary lists is a type of activity that enhances the success of learning vocabulary in a Japanese university study.
In Thornbury (2002), he touched on the use of this technique and its different uses to improve the vocabulary, working on the use of the class, and argued that this technique could not see the necessary importance for many years (Benthuysen, 2002: 90).

4.3.2.5 Word Cards
It is accepted that word lists are a good way for word pairs to learn quickly. However, using vocabulary cards is even more effective than vocabulary lists because in this way, students can adjust their work order themselves (Atkinson, 1972). Research has shown that this activity is an important and useful way to learn vocabulary (Schmitt, 2002: 45), although vocabulary learning has been criticized for being learned by some researchers heartily using vocabulary cards. In addition to the meaning of the word, additional information can be added to the cards, which also allows learning of different features of the word. Information on the type of the sample and the word is some of the information that can be added to the cards (Richards and Renandya, 2002: 260).
In addition to these, with additional information written on the cards, it is possible to associate new words with previously known words.

Beginning with learning semantically unrelated words and leaving the endings to learn words that are close to each other and their meanings come at the forefront of the points to be noted (Richards and Renandya, 2002: 260). For example, the words \”affect\” and \”effect\” in English bear semanti