Yurt dışında yaşayan Türk çocuklarının Türkçe sözcük dağarcığının geliştirilmesine yönelik yapılan çalışmaların öğretmen görüşlerine göre belirlenerek uygulama sürecinin değerlendirilmesi amacıyla gerçekleştirilen bu çalışmada nitel araştırma yaklaşımı benimsenmiştir. Araştırmanın katılımcıları yurt dışında Türkçe derslerini yürüten ve amaçlı örnekleme yöntemlerinden maksimum çeşitlilik örneklemesi yoluyla belirlenen gönüllü öğretmenlerden oluşmaktadır. Araştırmanın yarı yapılandırılmış görüşmeler yoluyla toplanan verilerinin çözümlenmesinde betimsel analiz tekniğinden yararlanılmıştır. Araştırma sonucunda katılımcıların görüşlerine göre yurt dışında yaşayan Türk öğrencilerinin sözcük dağarcığının yetersiz olduğu, sözcük dağarcığının sadece okulla değil ailenin sosyo-ekonomik profili, eğitim durumu ve aile ilgisiyle ilişkili olduğu görüşü ortaya çıkmıştır. Ayrıca öğretmenler, öğrencilerin yeterli sözcük dağarcığına sahip olamamalarına bağlı olarak kendilerini ifade etmede güçlük çektikleri, iki dili birarada ve hatalı kullandıkları görüşünü belirtmişlerdir. Ayrıca çevresel bir etmen olarak materyal eksikliklerinin soyut kavramların öğretimini zorlaştırdığı sonucuna ulaşılmıştır. Öğretmenler öğretim sürecinde konuların paralel ve birbirini takip eden bir biçimde verilmesi, süreç içerisinde öğrencilerin dil gelişimini destekleyen ve öğrencilere uygun etkinliklere yer verilmesi, sözcük öğretim sürecinde sözlük kullanımının yaygınlaştırılması, materyallerin erişiminin kolaylaştırılması, sistemli, planlı ve programlı bir belirtmişlerdir. Ailelerin de sürecin içine aktif katılımlarının sağlanması, aile-öğrenci-öğretmen işbirliğinin arttırılması, aile içerisinde Türkçe konuşmanın Araştırmanın sonuçlarına paralel olarak öncelikle ailelerin Türkçenin çocuklarına kazandırılmasının önemiyle ilgili bilinçlendirilmesi, genel olarak öğrencilere Türkçenin kazandırılmasının yanısıra sözcük dağarcığının zenginleştirilmesi yönünde önerilerde bulunulmuştur

Introduction Today, Turkish parents’ children living abroad have to learn their native language that connects them to their own culture alongside the language of the society they live in as very well. For this purpose, the learning programme of native language is required to be systematic and scheduled. Otherwise, it is impossible that the individuals who are not capable on native langıage could explain their ideas by means of the second language. In this regard, Turkish children living abroad are assumed to acquire native language adequacy and use it effectively with a view to speaking Turkish, expressing themselves, attaining to practices pertaining to the process of the teaching and maintaining communication with the ones from the same nation. The individuals who are capable on native language and have adequate vocabulary are able to improve vocabulary in second language, acquiring the adequateness of the language spoken in the society lived. The fact that the individual could use the native language that contributes him to express himself in his own culture is closely connected with vocabulary. As is known, vocabulary has an significant affect that contributes the individuals to comprehend speeches and express their emotions and ideas. Accordingly, it is required that the individuals have further vocabulary, in other words, it is required to increase the individuals’ vocabulary. In this regard, it is thought that the determination of the problems by means of analysing the studies concering the native language teaching in abroad, the determination of the practices practised for vocabulary teaching within native language teaching and the evaluation of the process based on these practices are going to be have positive impact so that Turkish children learn their native language and the language of the country they live. In the conclusion, the aim of the research is to determine the problems confronted in the process of vocabulary teaching for Turkish children, and the factors effecting the process of vocabulary teaching negatively. Method With the aim to handling the subject profoundly, the qualitative research was prefered. The maximum variation sampling was conducted in order to determine the participant of the research. The twenty participants serve eight different country and the participants serving in Austria (f=7) and Germany (f=5) predominates the others and the tenure of the teachers varies from 10 month to 35 years. While The number of the students taught during a year varies from 18 to 200, provided the level of the class taught is taken into consideration, it is emerged that there is the differences from nursery school to highschool and further level of education in countries and the course of Turkish language is elective in many contries (f=18). The data collection means of the research are personal information form and the interview form. The descriptive analysis technique was conducted in order to analyse the data of the research. Conclusion and Suggestions In the conclusion of the research, it is emerged that the vocabulary of Turkish children living abroad is inadequate and the vocabulary correlates not only to the school, but also to socio-economic profile of the family and the involvement of the family. The teachers claimed that the students have difficulty on reading and writing expression due to not having adequate vocabulary, and the students operate two language together and wrongly to express themselves and also that confusing the alphabets, the students substitute the alphabets gives rise to pronounce wrongly. Another conclusion of the research is the statement that the students’ failure in means of phrase, proverb and different means of the words and also speaking vernacularly have negative impact on the progress of vocabulary. It is found that the teachers exercise the practices such as studing with phrases and proverbs, studing on synonym and connotation, deriving new words from words known, studing on the words that their means is not known. In addition, the teacher underlining the importance of adopting national culture and values to the students living abroad were claimed that they conduct cultural practices such as folk dances and they struggle to figure out the problems confronted in the process of vocabulary teaching, paying attention to relate words and culture. The teachers underlining the level diffirences among the sudents in vocabulary teaching as a considerable problem attribute inadequacy of some students’ vocabulary to not having a habit of reading and the parents’ limited vocabulary. Another conclusion of the research is that the teachers particularly have difficulties on teaching abstract consepts to the students on account of enviromental deficiencies and the lack of materials. The teachers pointed out the fact that teaching the subjects in sync and respectly, using practices that contribute the students to develop language skills and being suitable to the students, extending the usage of dictionary, making access to materials easily and conducting a systematic, planned and programed process of vocabulary teaching are required. The teachers underlined the fact that the parents’ expectation concerning their children’s acquirement provided by Turkish lesson is high or low has negative impact on vocabulary development of the students. In spite of this expectation of the parents, it is remarkable conclusion that the students neglect the practices to develop vocabulary. Another significant conclusion of the research is that the teachers pointed out the fact that the students and their parents do not take into account the lesson of Turkish as native language as important. The teachers stating, due to Turkish course as elective at the out time of school and out of school curriculums, neglective behavior of the students against the course and the attendance to the Turkish lesson as tired underlined that the student achievement is inadequate. Besides, it is concluded that one of the problems concerning teaching process is the defective duration of course time and the absence of opportunity of repractices. In addition, they underlined it is required that the parents engage in the process actively, parent-student-teacher collaboration is improved and speaking Turkish in the family is supported. In tune with all conclusions of the research, firstly, raising awareness of parents about the importance of Turkish for students, in addition to delivering Turkish to children generally, enriching learning environments to develop vocabulary, utilizing learning environments supported by technology, encouraging elective native language courses or using of native language out of the course and being ensured institutional support (by nongovermental organizations and Republic of Turkey), increasing the works contributing school-family collaboration directed to increasing utility of native language and developing vocabulary, arranging in-service training for teachers about Turkish language and vocabulary are recommendations for practices. In addition, the similiar researches could be conducted by employing quantitive research techniques.