stored, and to be recalled and used as needed.
2.2 Grammar-Translation Method and Word Learning
From 1800\’s to 1940\’s, the most common language teaching method was the Grammar-Translation Method. This method gave great importance to vocabulary teaching and learning. The selected words to be taught were selected from the reading pieces to be used. Words were taught through bilingual vocabulary lists, dictionary exercises and memorization.
In those years, it was thought that the only way to learn and use language was to learn vocabulary. It was deemed sufficient for pupils to learn a certain number of word learnings and their corresponding responses in their native language. It was also important to know how they came together in the sentence as well as knowing the meaning and words of the English language.
In this way language learners produce natural speech and have difficulty understanding such speech.
Experts, in the 1950s, began to realize that word teaching was not as simple as it seemed. Teaching vocabulary was not just about teaching another word on the other. At the end of these years, it became clear that word learning is more than learning any other word in the mother tongue, the opposite of the target. Teachers were reminded that teaching vocabulary was very complicated and that it would be right to devote most of the time to teach grammar rather than vocabulary teaching.

2.3 Direct Method and Word Learning
From the middle of the nineteenth century, criticis