One of the major points in foreign language teaching is teaching vocabulary. With the development of vocabulary, listening, speaking, reading, writing and grammar skills also improve and it becomes easier for the user of the language to understand that language and to express themselves in that language. Although new methods and new materials are developed every day to improve the vocabulary, dictionaries are the only source used today as it was yesterday.
With the increasing demand for learning Turkish all around the world, student profiles and age groups have started to become diversified. This situation increases the need for dictionaries that are suitable for different age groups and language levels. In particular, children's encountering with the materials suitable for their age groups will ease their vocabulary learning. In the scannings of the source, area, and general network, no dictionary study was found for primary school students learning Turkish as a foreign language. Both the students and the teachers need a dictionary that is suitable for primary school students learning Turkish as a foreign language.
In the research, it was aimed to determine the opinions about the morphological properties of the dictionary that is to be prepared for primary school students learning Turkish as a foreign language, by the means of a form submitted in an online setting to the teachers who teach Turkish as a foreign language to the primary school level. The data collection process has continued as long as the 25 point interview forms which are created by the researchers were collected via Google Forms. The data obtained were analyzed by content analysis, and, with the interpretation of the analysis, the morphological properties of the dictionary to be prepared for primary school students in teaching Turkish as a foreign language were determined.
Keywords: Obsessive compulsive disorder, obsessive beliefs, obsessive emotion regulation