or Learning Vocabulary with Teaching Path Techniques used to learn vocabulary through instruction should be focused directly on the word. It is important that the words are frequently exposed with clues to facilitate understanding and given in a specific context and the word to be learned. Words associated with each other should be taught with words and phrases along the lines and in parts. Many computer programs that have been used recently, including spoken words, spoken words, and spoken in a certain context, reflect the basic principles of such learning (celce-Murcia, 2001: 286-287). Deep processing is very important for learning vocabulary through teaching. It is known that short-term and long-term memory is important for learning. The short-term memory has a small storage capacity and holds words for a short time during processing (usually about 23 seconds). To start the deep processing process, it is necessary to transfer the information from the memory to the memory for a short period of time. The more often learners face word, the more often they think about the word, the easier it will be to transfer it to long-term memory. Research indicates that effective word learning is a time-spreading process. This process should be a process in which the word is repeated at regular intervals (celce-Murcia, 2001: 289). 4.3.2.1 Repetition and Learning to Learn The most common way to learn vocabulary learning strategy is to build on practice of repetition and vocabulary. What is done here is the memorization of words using word lists or the test of the learner by word cards. Baddeley (1990) notes that the repetition of the use of word cards has strengthened the connection between the form and the meaning of the word (Schmitt, 2002: 41). However, Bahrick (1984) conducted several researches on frequent repetition and concluded that the effect on the first encounter was more effective than the learning on the first encounter (>