Bu çalışmanın amacı, kelime hazinesi geliştirmede duygusal uyartı kullanımının öğrencilerin kelime bilgisine, kelimelerin kalıcılığına, bellek ve bilişsel stratejilerin kullanımına etkilerini belirlemektir. Çalışmada öğrencilerin yabancı dil öğrenimi süreçlerinde kelime hazinesi geliştirme konusundaki yetersizliklerinin gözlemlenmesi üzerine, öğrencilerin bu konudaki eksikliklerinin giderilmesine katkıda bulunmak için bir kelime öğrenme tekniği sunulmaktadır. Çalışmanın uygulama sürecinde duygusal denetim ve tepkilerden sorumlu limbik sistemin bir bölümü olan "Amigdala" ve uzun süreli hafıza oluşumunda kilit rol oynayan "Hipokampus"taki işleyiş dikkate alınmış, duygu yoğunluklu uyartılar oluşturularak, kelimenin uzun süreli belleğe gönderilmesine ve uygulanan tekrar tekniği ile kalıcılığının sağlanmasına çalışılmıştır. Araştırma deseni olarak kontrol ve deney gruplu ön test-son test deneysel model kullanılmıştır. Çalışmada, 300 kelime 7 hafta süresince ilgili stratejilere uygunyapılan uygulamalarla kazandırılmaya çalışılmıştır. Veri toplama araçları olarak, ön test, son test, kalıcılık testleri, dinleme testleri ve dil öğrenme stratejileri anketi kullanılmıştır. Toplanan veriler ile 7 günlük, 1 aylık ve 2 aylık süreler içinde kelime kalıcılık oranları tespiti yapılmıştır. Araştırma bulgularından elde edilen sonuçlar şöyle sıralanabilir: Uygulamaların bitiminden otuz gün sonra yapılan Almanca - Türkçe Tanıma ve Dinleme testi, Türkçe- Almanca Tanıma testi ve son uygulama sonrası altmışıncı günde yapılan, Almanca - Türkçe Kelime Kalıcılık testi sonuçlarına göre deney grubu öğrencileri lehine anlamlı bir fark olduğu, deney grubu öğrencilerinin kontrol grubu öğrencilerine göre çok daha fazla kelime öğrendikleri ve bu kelimeleri yüksek oranda hatırlayabildikleri ve kullanabildikleri görülmektedir. Analiz sonuçlarına göre, deney grubu öğrencilerinin uygulama bitiminden 30 gün sonra yapılan son testte kontrol grubu öğrencilerine göre 4.64 kat daha fazla kelime ( =237 kelime) hatırladığı, uzun dönemde ise (60.günde) 5.20 kat ( =224 kelime) daha fazla kelime hatırladıkları belirlenmiştir. Deney grubu öğrencilerinin "orta seviye"de kullandıkları "Bellek" ve "Bilişsel" stratejilerin kullanım oranı uygulamalar sonunda "yüksek seviyeye" ulaşmıştır. Analiz sonuçlarına göre, duygusal uyartı kullanım tekniği deney grubu öğrencilerinin Almanca kelime bilgisi edinç ve edim düzeylerini olumlu yönde etkilemiş, öğrenilen kelimelerdeki kalıcılık ve hatırlama oranını artırmıştır. Ayrıca öğrencilerin "öğrenmeyi öğrenme" bağlamında dil öğrenme stratejilerini kullanma farkındalığı artmış, kelime öğreniminde bellek ve bilişsel stratejileri kullanım oranının da yükseldiği tespit edilmiştir

The aim of this study is to determine, in developing vocabulary knowledge, the effects of “Emotional Stimulus” on students’ vocabulary knowledge, permanence of words, and on the use of memory and cognitive strategies. Upon the observation of the study that students are insufficient in vocabulary learning process, a vocabulary learning technique is offered to contribute to the fulfilment of this need. In the practice process of the study, the operation in “Amygdala”,which is a part of limbic system and responsible for emotional supervision and reactions, and in “Hippocampus”, which has a keyrole in the formation of long-term memory, was taken into account. By forming high emotional stimulus, it was tried to send the words to the long-term memory and to provide the permanence of the word by repetition technique. In this study, the pretest, post-test experimental model with control and experimental groups were used as a research design. In the study, 300 words are tried to be taught by practices throughout seven weeks. Pre-test, post-test, permanence tests, listening tests and language acquisition strategies questionnaire are used as data collection tools. Word permanence rates of the collected data were set in 7-day, 1-month and 2-month periodic intervals. The results obtained from research findings are: According to German-Turkish identification and listening tests and Turkish-German identification test that were applied 30 days after the end of practices and to “German-Turkish Vocabulary Permanence Test” that was applied at 60th day after the practices, it was found that there is a reasonable difference on behalf of experimental group students when compared with the control group and that they learn more words than control group students and remember and use these words at high rates. According to the results of the analysis it has been founded, the students in the experimental group remembered 4.64 times more words (x= 237 words) than the control group students on the 30th day and 5.20 times more words (x= 224 words) on the 60th day after the vocabulary teaching. The usage rate of “Memory” and “Cognitive” strategies that experimental group students apply at intermediate levels improved to a higher level after the practices. Emotional stimulus technique positively affected the German vocabulary acquisition levels of experimental group students, developed the permanence and recall rates of learnt words, and also developed students’ memory and cognitive strategies usage in vocabulary learning Scientists who do not study the relationship between neural cells and learning claim that new synaptic connections are formed between neurons as a result of the learning process. "According to associative network theory, an event in memory is represented by separate concepts for each fact that the event has” (Bower, 1981). These concepts are linked to a network of relationships that define each other's events. Concepts are represented as nodes in this network, and connections as concepts are related to each other. "According to this scheme, consciousness is the area of active nodes and connections. In addition to the concepts in this theory, each emotion and conceptual correspondence of these emotions also take place as a node in the network. Therefore, the emotional network has the ability to activate or take an activation from the network and become active (Sarp ve Tosun, 2011,p.451). It is also easier to remember the information supported by feelings. It is called stimulus (light, sound, temperature) that changes in the inside and outside of the living thing that can affect it. The electrical and chemical changes that these stimuli generate in neurons are called impulses. In this study, more episodic memories are recalled and used to create emotional stimuli. The information in this memory type is easy to remember as it is acquired through emotion. The activation of the emotional state by the moment reminded by the target glove causes the emotional stimulation to occur. In this regard, the use of memory is of great importance in our work. Autobiographical memory sometimes includes biographical information, such as information about where we are born. Such knowledgebased memory is "noetic memory" according to Tulving (1972). Conversely, the type of memory that includes experiences and experiences is also "otoneotic memory". In autonometic memory, experiences are reremembered with images and emotional states associated with the senses (Williams et al., 2008,p. 23) The aim of this study is to determine, in developing vocabulary knowledge, the effects of “Emotional Stimulus technique” on students’ vocabulary knowledge, permanence of words, and on the use of memory and cognitive strategies. Upon the observation of the study that students are insufficient in vocabulary learning process, a model is offered to contribute to the fulfilment of this need. Method In the practice process of the study, the operation in “Amygdala”,which is a part of limbic system and responsible for emotional supervision and reactions, and in “Hippocampus”, which has a key role in the formation of long-term memory, was taken into account. Emotional stimulus technique was used in this study. By forming high emotional stimulus, it was tried to send the words to the long-term memory and to provide the permanence of the word by repetition technique. In this study, the pre-test, post-test experimental model with control and experimental groups were used as a research design. In the study, 300 words are tried to be taught by practices throughout seven weeks. Pre-test, post-test, permanence tests, listening tests and language acquisition strategies questionnaire are used as data collection tools. Discussion and Conclusions Word permanence rates of the collected data were set in 7-day, 1- month and 2-month periodic intervals. The results obtained from research findings are: For seven weeks, the experimental group students were applied the emotional stimulation technique and the control group students the traditional language vocabulary teaching methods. It was found out from the German-Turkish post- test results 30 days after the end of the applications that there was a statistically significant difference in favor of the experimental group. According to the post-test results, the students of the experimental group could recall 79.20 % (X=237 words) of the 300 words. The number of the words recalled in the pretest held before the applications was 32. And the control group students were only able to recall 17.04 % (51 words) of the 300 words in the posttest. In the pretest held before the applications, the number of the words known by the control group students was 33,66. According to the results of the "Turkish-German" recognition test, the students of the experimental group correctly wrote the German meaning of 53,91 % (162 words) of the 300 words given in Turkish. And the students of the control group correctly wrote the German meaning of 7,4% (22 words) of the 300 words given in Turkish. According to this result, this technique has enabled the words to be remembered both in Turkish and in German for a long time. It was determined that there was a statistically significant difference in favor of the experimental group according to the results of "German - Turkish Vocabulary Retention Test" held 60 days after the end of the applications. According to the results of the 60th day retention measure, the experimental group could remember 224 (74.86%) of the 300 words. This rate was 79.20% (237 words) in the last test held a month ago. In that one month period, 13 words (4.3%) were forgotten. In the same duration, the control group students remembered 43 words (14,32%) from of the 300 words. This rate was 17.04 % (51 words) in the last test held a month ago. In this one month period, there were 8 words (3 %) forgotten. According to these results, this technique provided long-term and permanent learning on the 60th day. According to these results, long-term and permanent learning was provided through this technique on the 60th day, too. It was also found that there was a statistically significant difference in favor of the experimental group among the results of the German - Turkish "Listening Test”. The correct word average in the first month listening test of students in the experimental group was X = 207,17 (69,15%). The German words were played in order on the computer and their meanings were ordered to be written. Students did not remember 30 words when compared to the last test in this application. The average number of correct words of students in the control group in the listening test was 42. Students did not remember 9 words when compared to the last test in this application. According to this result, the students of the experimental group correctly wrote the meaning of nearly 70% of the words in the listening test on the 30th day, although they did not carry out a specific study on the pronunciation of the words. In this respect, this applied technique has also positively affected listening and comprehension skills. In summary, the students learned how to encode and record the target words in long-term memory by emotional stimulus used, reached their ability to recall in long-term and use the target words again verbally and in written sentences by means of the repetition strategy and control applications carried out. The reflection of the different emotional situations that arise from the use of memories, experiences and dreams in German language has been a factor increasing especially their use of memory and cognitive language learning strategies. According to these results, this technique has made it possible to remember the Turkish meanings of German words also in the long term (60 days after application). During the study, the students used the concerning memory and the reminding elements in sentences by writing in the phase of coding the target word, and produced 300 sentences in German using them in context, and translated them into Turkish. In these applications, contribution was made to the development of the students’ writing skills indirectly, too. Recommendations In general, students do not know the vocabulary learning strategies and try to learn words by simple repetition and memorization. Students should be taught particularly the use of memory and cognitive strategies. Because these strategies involve the ways for information to be imprinted directly on the long-term memory. Vocabulary teaching should be done "directly" rather than "implicitly". It is easier to remember the information supported by feelings. In this respect, vocabulary development studies should be done considering the key function of "Hippocampus" and "Amigdala" for effective and permanent vocabulary learning.