The aim of this study is to determine, in developing vocabulary knowledge, the effects of “Emotional Stimulus” on students’ vocabulary knowledge, permanence of words, and on the use of memory and cognitive strategies. Upon the observation of the study that students are insufficient in vocabulary learning process, a vocabulary learning technique is offered to contribute to the fulfilment of this need. In the practice process of the study, the operation in “Amygdala”,which is a part of limbic system and responsible for emotional supervision and reactions, and in “Hippocampus”, which has a keyrole in the formation of long-term memory, was taken into account. By forming high emotional stimulus, it was tried to send the words to the long-term memory and to provide the permanence of the word by repetition technique. In this study, the pretest, post-test experimental model with control and experimental groups were used as a research design. In the study, 300 words are tried to be taught by practices throughout seven weeks. Pre-test, post-test, permanence tests, listening tests and language acquisition strategies questionnaire are used as data collection tools. Word permanence rates of the collected data were set in 7-day, 1-month and 2-month periodic intervals. The results obtained from research findings are: According to German-Turkish identification and listening tests and Turkish-German identification test that were applied 30 days after the end of practices and to “German-Turkish Vocabulary Permanence Test” that was applied at 60th day after the practices, it was found that there is a reasonable difference on behalf of experimental group students when compared with the control group and that they learn more words than control group students and remember and use these words at high rates. According to the results of the analysis it has been founded, the students in the experimental group remembered 4.64 times more words (x= 237 words) than the control group students on the 30th day and 5.20 times more words (x= 224 words) on the 60th day after the vocabulary teaching. The usage rate of “Memory” and “Cognitive” strategies that experimental group students apply at intermediate levels improved to a higher level after the practices. Emotional stimulus technique positively affected the German vocabulary acquisition levels of experimental group students, developed the permanence and recall rates of learnt words, and also developed students’ memory and cognitive strategies usage in vocabulary learning Scientists who do not study the relationship between neural cells andlearning claim that new synaptic connections are formed between neuronsas a result of the learning process. "According to associative network theory,an event in memory is represented by separate concepts for each fact thatthe event has” (Bower, 1981). These concepts are linked to a network ofrelationships that define each other's events. Concepts are represented asnodes in this network, and connections as concepts are related to eachother. "According to this scheme, consciousness is the area of active nodesand connections. In addition to the concepts in this theory, each emotionand conceptual correspondence of these emotions also take place as a nodein the network. Therefore, the emotional network has the ability to activateor take an activation from the network and become active (Sarp ve Tosun,2011,p.451). It is also easier to remember the information supported byfeelings. It is called stimulus (light, sound, temperature) that changes in theinside and outside of the living thing that can affect it. The electrical andchemical changes that these stimuli generate in neurons are calledimpulses. In this study, more episodic memories are recalled and used tocreate emotional stimuli. The information in this memory type is easy toremember as it is acquired through emotion. The activation of the emotionalstate by the moment reminded by the target glove causes the emotionalstimulation to occur. In this regard, the use of memory is of great importancein our work. Autobiographical memory sometimes includes biographicalinformation, such as information about where we are born. Such knowledgebasedmemory is "noetic memory" according to Tulving (1972). Conversely,the type of memory that includes experiences and experiences is also"otoneotic memory". In autonometic memory, experiences are rerememberedwith images and emotional states associated with the senses(Williams et al., 2008,p. 23)The aim of this study is to determine, in developing vocabularyknowledge, the effects of “Emotional Stimulus technique” on students’vocabulary knowledge, permanence of words, and on the use of memory andcognitive strategies. Upon the observation of the study that students areinsufficient in vocabulary learning process, a model is offered to contributeto the fulfilment of this need.MethodIn the practice process of the study, the operation in“Amygdala”,which is a part of limbic system and responsible for emotionalsupervision and reactions, and in “Hippocampus”, which has a key role inthe formation of long-term memory, was taken into account. Emotionalstimulus technique was used in this study. By forming high emotional stimulus, it was tried to send the words to the long-term memory and toprovide the permanence of the word by repetition technique. In this study,the pre-test, post-test experimental model with control and experimentalgroups were used as a research design. In the study, 300 words are tried tobe taught by practices throughout seven weeks. Pre-test, post-test,permanence tests, listening tests and language acquisition strategiesquestionnaire are used as data collection tools.Discussion and ConclusionsWord permanence rates of the collected data were set in 7-day, 1-month and 2-month periodic intervals. The results obtained from researchfindings are: For seven week