ever, 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.
As a result, similar words (synonyms and opacities) should not be presented together, as they may cause problems with word learning (Nation 1990, Schmitt, 2000).

4.3.2.3 Meaning Maps

This technique is to ensure that the words in the piece are brought together with conscious relations and learned through semantic relations between words. In this technique, a piece of words to be taught is selected and students are asked to identify words that are thought to be related to each other. Similar to this technique, the so-called lexical network can be applied to the beginner level and this technique requires students to find semantic related words for some idiomatic words (Celce-Murcia, 2001: 288).

4.3.2.4 Word Lists
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