d to be avoided, as they affect cross-association. As a result, similar words (synonyms and opacities) should not be presented together, as they may cause problems with word learning (Nation 1990, Schmitt, 2000). 4.3.2.3 Meaning Maps This technique is to ensure that the words in the piece are brought together with conscious relations and learned through semantic relations between words. In this technique, a piece of words to be taught is selected and students are asked to identify words that are thought to be related to each other. Similar to this technique, the so-called lexical network can be applied to the beginner level and this technique requires students to find semantic related words for some idiomatic words (Celce-Murcia, 2001: 288). 4.3.2.4 Word Lists Another way to learn vocabulary through teaching is to use vocabulary lists. For many years, vocabulary lists have become a widely used technique, but today this technique is not widely used. However, studies conducted in recent years show that this technique can be very useful when used effectively (Nation, 1995, Meara, 1995). Shillaw (1995) concluded in 1995 that the use of vocabulary lists is a type of activity that enhances the success of learning vocabulary in a Japanese university study. In Thornbury (2002), he touched on the use of this technique and its different uses to improve the vocabulary, working on the use of the class, and argued that this technique could not see the necessary importance for many years (Benthuysen, 2002: 90). 4.3.2.5 Word Cards It is accepted that word lists are a good way for word pairs to learn quickly. However, using vocabulary cards is even more effective than vocabulary lists because in this way, students can adjust their work order themselves (Atkinson, 1972). Research has shown that this activity is an important and useful way to learn v>