Story-based Vocabulary Teaching

Vocabulary Acquisition via Drama: Welsh as a second language in the primary school setting

“…Common teaching and learning techniques for adults include teacher explanation, translation, studying word lists, using dictionaries, guessing from context during communicative activities and graded reading accompanied with vocabulary exercises (Nation 2001). These approaches do not always offer enough space for actual practice of the target vocabulary (Inal and Cakir 2014) and may be unsuitable for younger learners. For young L2 learners, common vocabulary teaching activities often involve course books, with picture/story cards and flashcards for presentation and practice, using mime and gesture, rhymes, songs, movement, and storytelling (Alexiou 1999;Milton and Vassiliu 2000).…”

Non-native speakers’ attitudes towards the use of short Arabic stories in language classes

“…This is especially true if they are failing to meet their potential in terms of vocabulary and sentence structure, etc. This idea is supported by İnal and Cakir (2014), who stated that carefully selected stories promote student motivation and facilitate learning. For example, Biemiller and Boote (2006) found that youngsters can acquire advanced and sophisticated vocabulary through repeatedly reading stories.…”

“…Two well-known advantages of using stories are, first, that students become more passionate and enjoy learning about the world and language spontaneously; this is similar to how L1 acquisition works when children listen to stories told by grandparents (İnal & Cakir, 2014). Bafile (2003) believes that story-telling and using stories to teach are effective because they give pupils meaningful contexts in which to see and hear vocabulary.…”

“…Bafile (2003) believes that story-telling and using stories to teach are effective because they give pupils meaningful contexts in which to see and hear vocabulary. It is widely reported that stories provide learners with opportunities to infer the meaning of new words, and so it is evident that stories contribute to better vocabulary acquisition, either incidentally or unintentionally (İnal, H & Cakir, 2014). As certain language patterns, structures, and words are repeated in stories, student learning is enhanced as they are exposed to contexts they know.…”

Milletlerarası akitlerde elektronik iletişimin kullanılmasına dair Birleşmiş Milletler Sözleşmesi

“…İnternet üzerinden akdedilen akitlerin örtülü olarak kurulmasına hukuken bir engel olmamasına rağmen pratikte pek mümkün değildir; örneğin, web sayfasında belirtilen yere kabul için tıklanılması. 94 Susma ise, kural olarak bir irade beyanı değildir 95 ; ancak Türk Borçlar Kanunu, susmanın örtülü kabul sayılacağı hâli de düzenlemiştir. Türk Borçlar Kanununun 6. maddesi gereğince icapçı, kanun veya işin özelliği veya durumun gereği açık bir kabulü beklemek zorunda değilse, icap uygun sürede reddedilmediğinde sözleşme kurulmuş sayılmaktadır.…”