Yabancı dil öğretiminde anlama ve anlatmaya dayalı becerilerin temel unsurlarından biri sözcük öğretimidir. Günümüzde sözcük öğretiminde bağlama dayalı öğretim yöntemi ağırlık kazanmaktadır. Bu yönteme dayalı sözcük öğretiminde sözcük cümleye/metne göre anlamlandırılır. Hedef kitlenin ihtiyaçlarına yönelik en sık karşılaşılan sözcükleri belirlemek ve bu sözcüklerin eş ve zıt anlamlısını, aynı kavram alanına girenleri birlikte vermek etkili yöntemlerden biridir. Bu şekilde sözcüklerin anlamı daha kolay kavranır ve hatırlanır. Bu araştırmanın amacı Gazi Üniversitesi TÖMER'de Türkçe öğrenen yabancı öğrencilerde sözcüklerin eş ve zıt anlam bilgisine bağlı olarak öğrenmenin ne derece gerçekleştiğinin belirlenmesidir. Araştırmada sözcük bilgisini ölçmeye yönelik olarak hazırlanan sözcük soruları, Gazi TÖMER'de okutulan "Yabancılar İçin Türkçe" A2, B1 ve B2 kitaplarındaki farklı konularda öğrencilerin karşılaştıkları sözcüklerden oluşmaktadır. Çalışmadan elde edilen veriler, SPSS programı ile değerlendirilmiştir. Araştırma sonuçlarına göre Türkçe öğrenen yabancı öğrencilerin B1 seviyesinde başarı ortalamalarının B2 seviyesine göre daha yüksek olduğu görülmüştür. Ancak öğrencilerin başarı durumlarının cinsiyet değişkenine göre anlamlı bir farklılık göstermediği sonucuna ulaşılmaktadır. Ayrıca, öğrenci başarı durumları ile ülkeler arasında istatistiksel olarak anlamlı bir farklılık yoktur. Bu çalışmadan elde edilen verilere göre göre öğrencilerin B2 seviyesinde daha uzun paragraf ve metinlerle karşılaşmaları, öğrencilerin anlama becerilerindeki gelişmeye bağlı olarak yeni sözcüklerin anlamlarıyla daha önce öğrenilenler arasında da ilişki kurmalarını sağlamaktadır. Bağlama dayalı çalışmalar hedef kitlenin bağlam ipuçlarından faydalanarak sözcük veya sözcük grubunu cümleye/metne göre anlamlandırmasına imkân vermektedir. Bu nedenle öğrenci daha fazla cümle ve metinle karşı karşıya kaldığında söz varlığı zenginleşmekte; bu sözcüklerin eş anlamlısını, zıt anlamlısını, eşseslisini ve aynı kavram alanına giren sözcükleri ayırt edebilmektedir

One of the basic elements of skills based on comprehension and narration in foreign language teaching is vocabulary teaching. Nowadays, contextual teaching method gains importance in vocabulary teaching. In word-based teaching, the word or phrase is interpreted according to sentence/context. Comprehending the meaning of word gained depending on the events and situations instead of memorize the words in a list, increases the learning. It is one of the effective methods to identify the most common words according to target group’s needs and to give them the synonyms, antonyms, and the words in the same concept. In this way, the meaning of word is more easily understood and remembered. The aim of this research is to determine the extent of learning has taken place depending on synonyms and antonyms as a result of vocabulary studies for foreign students who learn Turkish in Gazi University TÖMER. The vocabulary questions prepared to measure vocabulary consist of the words that the students meet in the context of the different subjects in the books A2, B1 and B2 of Gazi TÖMER. The data obtained from study were evaluated by SPSS program. According to the results of this research, it is seen that the foreign students B1 level of achievement is lower than B2. However, the result is that the students’ achievement status does not show any significant difference according to the gender variable. Moreover, there is no statistically significant difference between the student achievement status and the country. According to the data gained from this study, students encounter longer paragraphs and texts at the level of B2. This allows students to relate the meaning of the new words to the ones previously learned, depending on the students’ development in comprehension skills. Context based work allows the target to make use of the context hints of the kitten to interpret the word or group of words according to sentence/context. For this reason, when the student faces more sentences and text, the vocabulary is enriched; it can distinguish synonyms, opponents, homophones, and words that fall within the same concept domain.As not enough to know only the rules of a language for communication, it does not work out trying to use the word without knowing the language just by learning the language for rules. It is necessary to teach and learn all the elements that bring the language to each other. One of the basic elements of skills based on comprehension and narration in foreign language teaching is vocabulary teaching. In this context, vocabulary knowledge besides language knowledge has an important place both in mother tongue education and in foreign language teaching for foreigners. The enrichment of the vocabulary in foreign language teaching is provided by the ability to speak and pronounce correctly in parallel with the skills of reading, writing and speaking. Learning aim is the primary determinants of learning vocabulary. The goal is to design language learning objectives, teaching programs and methods. So vocabulary teaching also depends on this shaping. At the same time, differences and similarities between target language and the language which is learned are also factors that influence the vocabulary learning. Wallace (1988: 9- 13) stated that the inadequacy of word learning or teaching is as follows: a. Can not recall the words taught. b. Using words that are not appropriate for the situation or formal use. c. Having different vocabulary that is not required. ç. Using words in an unnatural way. d. Using words in a meaningless way. e. Wrong dictionary usage. f. Misuse of grammatical patterns, signals, pronunciations and improperly made accents. In word-based teaching, the word or phrase is interpreted according to sentence/context. The correctness of this definition depends on the well-learned language structures. According to studies on the rate of vocabulary required for foreign language learners to understand the text, a person who is familiar with the 2000 most commonly used word can understand about 80% of the text. 1. Introduction Nowadays, contextual teaching method gains importance in vocabulary teaching. In word-based teaching, the word or phrase is interpreted according to sentence/context. Comprehending the meaning of word gained depending on the events and situations instead of memorize the words in a list, increases the learning. It is one of the effective methods to identify the most common words according to target group’s needs and to give them the synonyms, antonyms, and the words in the same concept. In this way, the meaning of word is more easily understood and remembered. 2. The Aim of the Study The aim of this research is to determine the extent of learning has taken place depending on synonyms and antonyms as a result of vocabulary studies for foreign students who learn Turkish in Gazi University TÖMER. For this purpose sought answers to these questions: 1. What is the level of foreign students’ understanding of the words in the text and the ability to explain them synonymously? 2. Does the level of foreign language learners’ understanding of words in context differ according to country and gender? 3. Method 3.1.Research Model In this research, descriptive survey model was used for determining the extent of learning depending on synonyms and antonyms as a result of vocabulary studies for foreign students. This model should describe a situation as exists; object, event as it is in their own conditions (Karasar; 2003: 77).The research group consists of 21 female and 29 male students from 17 different countries who are studying Turkish at Gazi University Turkish Learning, Research and Application Centers. 3.3.Data Collection and Analysis The vocabulary questions prepared to measure vocabulary consist of the words that the students meet in the context of the different subjects in the books A2, B1 and B2 of Gazi TÖMER. The data obtained from study were evaluated by SPSS program. For data analysis, frequencies and percent ratio were computed and ANOVA (F test) were used. 4. Results and Reviews As a result of this research, it is seen that there is a meaningful difference between the language levels in terms of the knowledge of students’ vocabulary. According to the results of this research, it is seen that the foreign students B1 level of achievement is lower than B2. However, the result is that the students’ achievement status does not show any significant difference according to the gender variable. The highest achievement average at B1 level belongs to students from Palestine, Bosnia and Jordan, respectively. At level B2, students from Palestine, Iran, Bosnia, Jordan and China have the highest average success rate. However, there is no statistically significant difference between the student achievement status and the country. There was no significant difference between the students’ achievement status and gender according to the results of the analysis conducted to determine the relationship between the students’ perception of the words in context and their success in writing synonyms and gender. Therefore, gender has no effect on students’ ability to know the meaning of words and to write synonyms. Students encounter longer paragraphs and texts at the level of B2. This allows students to relate the meaning of the new words to the ones previously learned, depending on the students’ development in comprehension skills. Context based work allows the target to make use of the context hints of the kitten to interpret the word or group of words according to sentence/context. For this reason, when the student faces more sentences and text, the vocabulary is enriched; it can distinguish synonyms, opponents, homophones, and words that fall within the same concept domain. In order to get efficient results from vocabulary education studies in the direction of research results the level;  interest and needs of the target group should be determined;  the number of words should be selected according to the level of the target group;  studies should be done in which the context of words and phrases are strengthened and cues are given in the language teaching process;  context based vocabulary teaching should be used in all language skills.