direct and indirect learning headings in word learning have changed, and instead, the terms of word learning have been used instead of random learning and teaching.

Especially coincidental word learning has been a field of research on foreign language teaching, and psychology has begun to separate this learning from direct and indirect learning. While learning vocabulary through teaching, on vocabulary and vocabulary, emphasizing the purpose of teaching, coincidental vocabulary learning is the unawareness of the learner when he gives the attention of the learner to the use of language (Rieder, 2003: 45).

4.2 Learning Random Word
Language emerges and evolves as a result or byproduct of the individual\’s socialization process (Wode, 1999). Children learn the language used in their surroundings by discovering the world around them. Socialization is an ongoing process and people, even in adulthood, have to adapt to the changes in their environment. Language acquisition and development, if the language being taught is a native language or a foreign language, it will develop with this harmony.
This means that learning in the natural environment or the classroom environment is mostly natural because the language is not learning the language during this integration process. Language is learned naturally in this process.
Students are considered to be \”coincidental learning\” (Celce-Murcia, 2001: 288) to learn any word without direct instruction, only by reading extensively, or by \”unaware\” activities such as communicative activities or television watching.
The phrase \”unaware\” used in the definition of coincidental learning can be understood in two different ways.

4.2.1 Awareness in Language Acquisition

Upon acceptance of the judiciary without knowledge of coincidental word learning, the concept of awareness in language acquisition has become a subject of interest to various researchers.
It will be appropriate to begin with the four distinctive features of the concept of awareness in language acquisition. These can be listed as: – intentional, intentional, – careful, – within the control, – directive or directive.

While there is a clear linguistic awareness of learning through teaching, coincidental learning is often known as an automatic process that occurs during learning without the knowledge of the acquisition process and the resulting knowledge. For this reason, it is suggested that there is a learning process in which there is no conscious word learning awareness. In contrast, attention to the realization of learning is also a prerequisite (Schmit, 2001).