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 semantic similarities, so trying to learn them together can create confusion in their minds.
Students should do something beyond seeing the word when they use the cards. They should hear their voice or say the word with a loud voice. The syllable structure and emphasis is also important because they are two important ways to store the word in memory (Richards and Renandya, 2002: 260). Rather than learning words in one go, it is more effective to repeat them regularly. Since most of the forgetting will take place shortly after the first exposure of the word, learning should be reinforced regularly after this phase (Richards and Renandya, 2002: 261).
Every repetition helps to strengthen the meaning of the word. It is not possible to see just the meaning and the word of this effect. The best timing is to look at the card for the first few minutes, an hour, the next day, a week and a few weeks later. Such a study is more effective than trying to learn all the words in an hour\’s work. Although the total time is the same, the result will be different. Repeated repetitions provide a long learning time (Schmitt, 20002: 42).

More than 5-7 words at a time and if that word should be learned to be taught, if desired by dividing them into small groups of cards should be used (Richards and Renandya, 2002:260). The first time a small 15-20 card deck tanelik should be used. Difficult words, with a small number of card stock should be used to provide more