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Makale Özeti:
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The aim of this research study was to examine the differences, if any, in intentionally
taught English vocabulary acquisition rates via post-reading writing and post-reading
speaking skills. There were three groups to study. In the first group mostly post-reading
writing skills, in the second group mostly post-reading speaking skills, in the third group
reading, speaking and writing skills were applied. To measure the breadth of the
vocabulary the following procedures were applied. 1) Translation into Turkish, 2) Fill in
the blanks questions (productive writing skill), 3) Multiple choice questions (reading
and understanding). To measure the depth of the taught vocabulary VKS (Vocabulary
Knowledge Scale; Wesche & Paribakht, 1996) was applied. Besides, oral production
with a visual support was measured according to a checklist. In the group, where the
tests were piloted, reading, speaking, and writing skills were applied. The results
showed that the two groups where reading, speaking and writing skills were practiced
outperformed the reading/speaking and reading/writing group in the four tests except for
the fill in the blanks test. The reading/writing group showed the best result in the fill in
the blanks test. However, the delayed tests administered three weeks later demonstrated
that the retention rate is higher in the reading/speaking group. The data also revealed
that speaking activities generated more enthusiasm in comparison with the writing ones.
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