.4 Auditory-Linguistic Method and Word Learning During World War II, a new method called the United States, \”Auditory-Linguistic Method\” emerged. The Auditory-Linguistic Method was the most effective method of the period until 1970\’s. In this method, language learning was based on the principle of making habit. The Auditory-Linguistic Method prioritises the verbal direction of the language (understanding and speaking), and aims to teach these skills in a particular order with reciprocal speech and oral exercises. The Auditory-Linguistic Method, like the Grammar-Translation Method, left the grammar-related work in the shadows while highlighting the grammar. New words were spoken indirectly. The Auditory-Linguistic Method defended that grammar structures had to be taught first, and vocabulary learning had to be left later. The words selected for teaching were selected according to the usage frequency criterion. Vocabulary teaching was limited. Lessons are taught in the classroom And then expanded to words related to school, home, community and work life. In the later stages, the words about the country and nation should be taught. Finally, the goal should have turned into international communication. 2.5 Communicative Approach and Word Learning In the 1970s and 1980s, the Communicative Approach began to emphasize the importance of learning from the natural path. Teachers have started using activities that involve students trying to understand the words of the piece through clue words. The use of monolingual dictionaries was suggested instead of the bilingual dictionaries. Literature books have begun to focus on the extraction of meaning from the context. In language learning, the effect of behavioral psychology was to leave its place in the sociolinguistic domain. Although the communicator approach has given the necessary attentio>