ough it is quite old, it still can not be filled. Nation (1990) argues that knowing the words in this list means knowing about 80% of the words in any written text, which in turn contributes to the motivation of students (Richards and Renandya, 2002: 259).
In order to have general academic vocabulary knowledge, it is necessary to know the 3,000 most commonly used words, because this proportion constitutes a large majority of the words of an average text. Laufer (1990) found that at least 3,000 words
It is necessary for effective reading at university level, and for 5000 words to be able to achieve academic achievement (Richards and Renandya, 2002: 260). Another way to determine the number of words that need to be taught is to use the Nation (1990) word-level test or checklist (Richards and Renandya, 2002: 259).
Some researchers argue that for some group students, the 2000 word is not enough. It is considered that university students learning language for a specific purpose require more than 1000 words of learning with a high frequency of use (Celce- Murcia, 2001: 287).
4.3.2 Strategies for Learning Vocabulary with Teaching Path
Techniques used to learn vocabulary through instruction should be focused directly on the word. It is important that the words are frequently exposed with clues to facilitate understanding and given in a specific context and the word to be learned. Words associated with each other should be taught with words and phrases along the lines and in parts. Many computer programs that have been used recently, including spoken words, spoken words, and spoken in a certain context, reflect the basic principles of such learning (celce-Murcia, 2001: 286-287).
Deep processing is very important for learning vocabulary through teaching. It is known that short-term and long-term memory is important for learning. The short-term memory has a small storage capacity and holds words for a short time during processing (usually about 23 seconds).
To start the deep processing process, it is necessary to transfer the information from the memory to the memory for a short period of time. The more often learners face word, the more often they think about the word, the easier it will be to transfer it to long-term memory. Research indicates that effective word learning is a time-spreading process. This process should be a process in which the word is repeated at regular intervals (celce-Murcia, 2001: 289).
4.3.2.1 Repetition and Learning to Learn
