ulary has developed by learning through coercive means, mostly by reading, by trying to get students out of the unknown vocabulary.
Restructuring on the text is some of the techniques that make it easy to learn, for example, additions, subtractions, assistive techniques, and learning of random words (Ellis, 1994). In the learning of words from the coincidental way, it is accepted as a fairly traditional approach to learning words only by reading. Nowadays, it is trying not to realize coincidental learning by using activities that require different skills. Some of them are to use the dictionary to look at the meaning of the words, to express the reading with their own expressions. Research shows that the more effective these kinds of activities are, the greater the number of learners.

It would also be useful to make some changes to the reading comprehension so that the learning of the word from the random path is more effective.
These may be syntactic, phonetic, and stille-related changes, as well as rewriting of the books (Jacobs, 1991: 8). Ellis (1994) on the restructuring of reading texts suggests three types of input change: simplification, tuning, and elaboration.
Simplification is the reduction or abolishment of structures or words that are difficult to change with syntactic and lexical changes. Adjustment can be explained as giving more general concepts by choosing basic or simple structures and reducing formal and idiomatic structures. The elaboration is the use of synonyms to extend the whole and to facilitate the meaning (Ellis, 1994: 225-228).

4.3 Learning Vocabulary with Teaching Path
It is based on learning the word through teaching, the attention of the students, the activities on which the words are presented (Sökmen, 1997). Teaching-learning is a very important part of vocabulary teaching programs. In this method, fast and long-term word learning is provided by reinforcements supported by meaningful input. Learning how to teach, how to teach and how to teach will be determined in advance, and it is aimed to have a broad vocabulary of the learners.
Many techniques such as learning vocabulary through teaching, combining old learners with new vocabulary, frequent repetition of words, formation of a deeper procedural skill, and animation are helpful (Celce-Murcia, 2001: 286-287).
Direct word learning provides effective learning in a real sense. In this way, each word is emphasized for a certain period of time and the structural, phonological and contextual features of the word. Another aim of learning vocabulary through teaching is to increase the level of consciousness of the students about certain words and to make them recognize them easily in their next encounter with those words.