___

Arnold, J. (2007). Self-concept as Part of the Affective Domain in Language Learning. In Rubio, F. (Ed), Self-Esteem and Foreign Language Learning. (pp. 13-30). Newcastle, UK: Cambridge Scholars Publishing.

Arnold, J. (1999). Visualization: Language Learning with the Mind’s Eye. In Arnold, J. (Ed), Affect in Language Learning. (pp. 260-279). Cambridge: Cambridge University Press.

Ávila, J. (2007). Self-Esteem and Second Language Learning: The Essential Colour in the Palette. In Rubio, F. (Ed), Self-Esteem and Foreign Language Learning. (pp. 68-91). Newcastle, UK: Cambridge Scholars Publishing.

Barton, J. (2001). Teaching Vocabulary in the Literature Classroom. The English Journal. 90 (4), 82-88.Retrieved from http://www.jstor.org/stable/821907 (Erişim: 25 Nisan 2016)

Canestrary, A. S. & Marlowe, B. A. (Eds.). (2010). Educational Foundations: An Anthology of Critical Readings: New York, NY: Sage Publications.

Coyne, M. D., McCoach, D. B., Loftus, S., Zipoli Jr., R., & Kapp, S. (2009). Direct Vocabulary Instruction in Kindergarten: Teaching for Breadth versus Depth. Elementary School Journal, 110 (1), 1-48. Retrieved from http://webcache.googleusercontent.com/search?q=cache:k46sl8XaeNMJ:digitalcommons.uri.edu/psy_facpubs/1/+&cd=1&hl=tr&ct=clnk&gl=tr (Erişim: 25 Nisan 2016)

De Andrés, V. (2007). Self-Esteem and Language Learning: Breaking the Ice. In Rubio, F. (Ed), Self-Esteem and Foreign Language Learning (pp. 30-68). Newcastle, UK: Cambridge Scholars Publishing.

Eley, M., G. (2006). Teachers’ Conceptions of Teaching, and The Making of Specific Decisions in Planning to Teach. Higher Education, 51(2), 191-214. Retrieved from http://link.springer.com/article/10.1007%2Fs10734-004-6382-9 (Erişim: 25 Nisan 2016)

Fan, M. (2000). How Big is the Gap and How to Narrow it? An Investigation into the Active and Passive Vocabulary Knowledge of L2 Learners. RELC Journal, 31, 105–119. Retrieved from http://www.researchgate.net/publication/249768781_How_Big_Is_the_Gap_and_How_To_Narrow_It_an_Investigation_Into_the_Active_and_Passive_Vocabulary_Knowledge_of_L2_Learners (Erişim: 25 Nisan 2016)

Folse, K. (2011). Applying L2 Lexical Research Findings in ESL Teaching. TESOL Quarterly, 45 (2), 362-369. Retrieved from http://www.jstor.org/stable/41307637 (Erişim: 25 Nisan 2016)

Folse, K. (2010). Is Explicit Vocabulary Focus the Reading Teacher's Job? Reading in a Foreign Language, 22, 139-160. Retrieved from http://webcache.googleusercontent.com/search?q=cache:inqCvp3sWlgJ:nflrc.hawaii.edu/rfl/April2010/articles/folse.pdf+&cd=1&hl=tr&ct=clnk&gl=tr (Erişim: 25 Nisan 2016)

Folse, K. S. (2006). The Effect of Type of Written Exercise on L2 Vocabulary Retention. TESOL Quarterly, 40 (2), 273-293. Retrieved from http://www.jstor.org/stable/40264523 (Erişim: 25 Nisan 2016)

Fosnot, C. T. (2005). Constructivism: Theory, Perspectives, and Practice (2nd ed., pp. 71-89). New York, United States: Teachers College Press.

Goertler, S. (2009). Using Computer-Mediated Communication (CMC) in Language Teaching. Die Unterrichtspraxis / Teaching German, 42 (1), 74-84. Retrieved from http://www.jstor.org/stable/40608591 (Erişim: 25 Nisan 2016)

Gu, Y. (2003). Vocabulary Learning in a Second Language: Person, Task, Context and Strategies. TESL-EJ, 7, 2, Retrieved from http://wwwwriting.berkeley.edu/TESL-EJ/ej26/a4.html (Erişim: 25 Nisan 2016)

Hausfather, S. (2001). Where is the Content? The Role of Content in Constructivist Education. Educational Horizons, 80 (1), 15-19. Retrieved from http://www.jstor.org/stable/42927076?seq=1#page_scan_tab_contents (Erişim: 25 Nisan 2016)

Helgesen, M. (2004). Mind’s Eye. In Bamford, J. and R. Day. (eds.) Extensive Reading Activities for Teaching Language. Cambridge: Cambridge University Press.

Horst, M. (2005). Learning L2 Vocabulary through Extensive Reading: A measurement study. The Canadian Modern Language Review, 61, 355-382. Retrieved from https://muse.jhu.edu/login?auth=0&type=summary&url=/journals/canadian_modern_language_review/v061/61.3horst.html (Erişim: 25 Nisan 2016)

Horst, M. & Meara, P. (1999). Test of a Model for Predicting Second Language Lexical Growth through Reading. The Canadian Modern Language Review, 56, 308-328. Retrieved from http://www.utpjournals.press/doi/abs/10.3138/cmlr.56.2.308 (Erişim: 25 Nisan 2016)

Horst, M., Cobb T., & Meara, P. (1998). Beyond A Clockwork Orange: Acquiring Second Language Vocabulary through Reading. Reading in a Foreign Language, 11(2), 207-223. Retrieved from http://webcache.googleusercontent.com/search?q=cache:AL39IG-4tpUJ:eric.ed.gov/%3Fid%3DEJ577617+&cd=2&hl=tr&ct=clnk&gl=tr (Erişim: 25 Nisan 2016)

Hunt, A. & Beglar, D. (2005). A Framework for Developing EFL Reading Vocabulary. Reading in a Foreign Language, 17(1), 23-59. Retrieved from http://nflrc.hawaii.edu/rfl/April2005/hunt/hunt.html (Erişim: 25 Nisan 2016)

Koda, K. (1996). L2 Word Recognition Research: A Critical Review. The Modern Language Journal. 80 (4), 450-460. Retrieved from http://www.jstor.org/stable/329725 (Erişim: 25 Nisan 2016)

Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon.

Lai, C., Zhao, Y., & Wang, J. (2011). Task-Based Language Teaching in Online Ab Initio Foreign Language Classrooms. The Modern Language Journal, 95, 81-103. Retrieved from http://www.jstor.org/stable/41413421 (Erişim: 25 Nisan 2016)

Levy, M. (2009). Technologies in Use for Second Language Learning. The Modern Language Journal, 93, 769- 782. Retrieved from http://www.jstor.org/stable/25612273(Erişim: 25 Nisan 2016)

Mondria, J., & Wiersma, B. (2004). Receptive, Productive, and Receptive + Productive L2 Vocabulary Learning: What Difference Does it Make? In P. Bogaards & B. Laufer (Eds), Vocabulary in a Second Language: Selection, Acquisition and Testing (pp. 79–100) Amsterdam: Benjamins.

Nagy, W. E.,. Anderson, R. C., & Herman, P. A. (1987). Learning Word Meanings from Context during Normal Reading. American Educational Research Journal, 24 (2), 237-270. Retrieved from http://www.jstor.org/stable/1162893(Erişim: 25 Nisan 2016)

Nikitina, S. (2009). Applied Humanities: Bridging the Gap between Building Theory & Fostering Citizenship. Liberal Education, 95(1), 36-43. Retrived from

http://eric.ed.gov/?id=EJ861150 (Erişim: 25 Nisan 2016)

Piaget, J. (2001). Studies In Reflecting Abstraction. London: Psychology Press.Pigada, M ., & Schmitt, N. (2006). Vocabulary Acquisition from Extensive Reading: A case study. Reading in a Foreign Language, 18, (7) 7-89. Retrieved from http://webcache.googleusercontent.com/search?q=cache:7uKDNmzKM7gJ:nflrc.lll.hawaii.edu/rfl/April2006/pigada/pigada.pdf+&cd=1&hl=tr&ct=clnk&gl=tr (Erişim: 25 Nisan 2016)

Rubio, F. (2007). Self-Esteem and Foreign Language Learning: An Introduction. In Rubio, F. (Ed), Self-Esteem and Foreign Language Learning (pp. 2-13). Newcastle, UK: Cambridge Scholars Publishing.

Scott, J. A., Nagy, W. E., & Flinspah, S. L. (2008). More than Nearly Words: Redefining Vocabulary Learning in a Culturally and Linguistically Diverse Society. In Farstrup, A. E. & Samuels, S. J. (Ed.), What Research Has To Say About Vocabulary Instruction (pp. 182-204). Newark, USA: International Literacy Association.

Steffe L. P. & Gale J. (eds.) (1995) Constructivism in Education. Lawrence Erlbaum, Hillsdale NJ.

Tomlinson, B. (2011). Seeing What They Mean: Helping L2 Readers to Visualise. In Tomlinson, B. (Ed.), Materials Development in Language Teaching (pp. 357-379). Cambridge: Cambridge University Press.

Vygotsky, L. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.

Webb, S. (2009). The Effects of Vocabulary Learning on Collocation and Meaning. TESOL Quarterly, 43 (1), 55-77. Retrieved from http://www.jstor.org/stable/27784986 (Erişim: 25 Nisan 2016)

Webb, S. (2007). The effects of Repetition on Vocabulary Knowledge. Applied Linguistics,28 (4), 6-65. Retrieved from http://www.researchgate.net/publication/31064743_The_Effects_of_Repetition_on_Vocabulary_Knowledge (Erişim: 25 Nisan 2016)