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Problem Statement: Individuals tend to prefer a vocation in order to reach their targets such as leading a life, nutrition, housing, being safe, having a good position in society etc. It is a task of the adolescence period to choose a vocation which is for some the most important step of the life, while for some others it is a rather important step in life however that can be changed and made flexible any time. All studies which are examined, show that vocational interest and vocational preference are affected by a great deal of variables. Purpose of Study:In this study, the relations were investigated between the gender, socio-economic status (SES) variables and the vocational interest and the vocational preference.Methods: Within this study, the long (OFII) and short form (OFII-SF) of the Occupational Field Interest Inventory were used. In total 812 students, who were studying at the preparatory classes of Ankara University (N=495) and Yıldırım Beyazıt University (N=317) during the 2011/12 spring semester, took part in this study. Before the analyses were made, the raw scores obtained via OFII and OFII-SF were converted into z score.

Yabancılara Türkçe öğretiminde yazma becerisinin öğretimiyle ilgili yazılan tezlerin incelenmesi amacı ile yapılan bu çalışma nitel bir çalışmadır. Araştırmada 01.04.2021 ve 15.04.2021 tarihleri arasında Yüksek Öğretim Kurumu Ulusal Tez Merkezi'nden ulaşılabilen tezler incelenmiştir. Tezlerin incelenmesi sırasında doküman analizi kullanılmıştır. Verilerin analizi lisansüstü tezlerde; "tür, yıl, üniversite, ana bilim dalı/enstitü, yöntem, desen, veri toplama araçları" başlıklarına göre gerçekleştirilmiştir. Analiz sonucunda ortaya çıkan bulgulara göre 47 yüksek lisans, 19 doktora tezi olmak üzere toplam 66 lisansüstü teze ulaşılmıştır. Ulaşılan bu tezlerden en fazla tezin 2019 yılında yazıldığı, en fazla tez yazılan üniversitenin Gazi Üniversitesi olduğu, tezlerin en fazla Türkçe eğitimi ana bilim dalında ve eğitim bilimleri enstitüsünde yazıldığı tespit edilmiştir. Tezlerde en fazla nitel ve karma yöntemlerin, en fazla doküman incelemesi deseninin, ve veri toplama aracı olarak da en çok dokümanların kullanıldığı belirlenmiştir. Ulaşılan bütün bu sonuçlar

The aim of this research is to determine the stereotyped vocabulary elements of the book named "Keloğlan Tales" prepared by Tahir Alangu for publication. The ready-made vocabulary elements in the book are examined under five headings: reduplications, idioms, rhymes, phrases and proverbs. This research has a qualitative research feature. The data of study were collected using the document analysis method, one of the qualitative research methods, and content analysis was used in the analysis of the data. After that, the data obtained were presented in tables and interpreted. As a result of the research, 651 duplications of which 254 are different, 447 idioms of which 250 are different, 48 rhymes of which 31 are different, 91 routine of which 51 are different and 22 proverbs of which 3 are different were identified in the book. As a result of these results, it can be said that when looking at Tahir Alangu's fairy tale book "Keloğlan Tales" in general, our language reflects the stereotyped vocabulary well, but when we look specifically, it can be said that different proverbs are insufficient. For further research, it can be suggested that the book named "Keloğlan Tales" should be examined and evaluated in terms of basic elements of children's literature.

This research was conducted to determine the effect of interactive word wall technique on word teaching at the 5th grade level of secondary school. Quasi experimental model was used in the research. The study group of the research consists of 74 students who continue their education in the 5th grade of a public secondary school in Antalya. 5th and 6th themes in the Turkish textbook were chosen for the research. The words in the themes were taught to the experimental group with the interactive word wall technique and activities, and to the control group with the activities in the ongoing education program. The application was carried out for eight weeks, with one course hour per week. It was applied as a pre-test before the Turkish lesson vocabulary test, the post-test after the application, and a retention test one month after the application of the post-test. As a result of the research, no significant difference was found between the pre-test scores obtained from the vocabulary test of the experimental and control groups, while a significant difference was found between the posttest and retention test scores in favor of the experimental group. No significant difference was found between the test results of the students in the experimental and control groups and their gender, maternal education status and father education status. According to the results, it was concluded that the interactive word wall technique was effective in teaching Turkish language lessons at the 5th grade level. Keywords: Interactive word wall technique, Turkish lesson, 5th grade, word learning.