Thesis teaching vocabulary through games

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Esl research proposal proofreading sites uk? Position essay 4th amendment. Electronic organizer for homework assignments, microbiology resume format for freshers. Dissertation introduction outline Best phd case study examples. Essay person significant influence essay on smoke management save lives. Games also enable learners to acquire new experiences within a foreign language which are not always possible during a typical lesson [5].

Games encourage, entertain, teach, and promote fluency. If not for any of these reasons, they should be used just because they help students see beauty in a foreign language and not just problems that at times seem overwhelming. Teachers should be very careful about choosing games if they want to make them profitable for the learning process. One of the factors influencing the choice of a game is its length and the time, necessary for its completion. Some teachers suggest that games be used at all stages of the lesson, provided that they are suitable and carefully chosen.

After the teacher chooses what items to teach, Haycraft suggests following certain guidelines. These include teaching the vocabulary «in spoken form first» to prevent students from pronouncing the words in the form they are written, placing the new items in context, and revising them. A number of techniques can be adopted to present new vocabulary items.

Among visual techniques are flashcards, photographs and pictures, wall charts, blackboard drawings, word pictures, realia, mime, and gesture. Students can label pictures or objects or perform an action. Verbal techniques consist of using illustrative situations, descriptions, synonyms and antonyms, scales, and using various forms of definition: definition by demonstration visual definition , definition by abstraction, contextual definitions, and definition by translation [7].

Anyone who cannot add to the list or makes a mistake in ordering the words must drop out of the game. The last player remaining is the winner. This game may be exploited while working with words related to any topic.

Student 1: It is used for painting windows and doors. Student 2: It is a paintbrush. A decorator uses a paintbrush. The next student has to disagree and, using another way of making a suggestion, suggest a different activity, for example:. Students continue the game until they have used all their leisure activities. Another way to end this game and have a winner is to eliminate the student who repeats a leisure activity that was suggested before or uses the wrong verb form in the suggestion.

Student 2 Laura : Nice? The food is absolutely delicious there! The second student now picks a different card, reads out the question, and names another student to answer it, and the game continues. It is best to play this game after the students have matched common, weak adjectives with their stronger synonyms. The games included in this article are by no means an exhaustive selection. We have only tried to present some nuggets from our teaching for others to try out in their classes.

The games are intended to be integrated into the general language syllabus of any course book and can be an important and enjoyable way of practicing vocabulary for learners. Teachers may also modify any game to suit different teaching environments. In EFL contexts, learning vocabulary has been considered a boring subject for a long time and the traditional way of learning vocabulary by mere copying and remembering has shown to be less than effective.

Meanwhile, games are also seen as a time-filling activity in most English classrooms. It is believed that games are just for fun and they have very little effect in teaching and learning. However, our research reveals that games contribute to vocabulary learning if they give students a chance to learn, practice and to review the English language in a pleasant atmosphere. From the research, we found that students are demanding a new way of teaching vocabulary, and they themselves are in search of a new way of learning this subject as well.

Under such circumstances, games have been shown to have advantages and effectiveness in learning vocabulary in various ways. First, games bring in relaxation and fun for students, thus help them. In conclusion we would like to note that games are effective activities as a technique for vocabulary revision.

Students also prefer games and puzzles to other activities. Games motivate and entertain students but also help them learn in a way which aids the retention and retrieval of the material. Recently, using games has become a popular technique exercised by many educators in the classrooms and recommended by methodologists.

Many sources, including the ones quoted in this article, list the advantages of the use of games in foreign language classrooms. Our observations testify that those students who practice vocabulary game activities feel more motivated and interested in what they are doing.

All of the learners expressed their wish to learn vocabulary effectively in more interesting ways than the traditional ways that they knew. The result of our research work shows that learners were interested in games on the whole and preferred mostly joint group games, they did their best to become winners.

Students collaborated quite actively in games that required group work, even the shy students. They said that they liked the relaxed atmosphere, the competitiveness and the motivation that games brought to the classroom. EFL students in our classes are gradually making progress in vocabulary and the games help them memorize new words and expressions that are used by them in the games.

The classroom atmosphere was exciting as our EFL students discussed and worked together. Using games in the classroom sometimes fails due to the lack of cooperation among members of the class. Games require all students' involvement; therefore, it is very important that students have a cooperative attitude. Regarding the effectiveness of games, we can say that our students seemed to learn new vocabulary more quickly and retain it better when it was applied in a relaxed and comfortable environment such as while playing games.

Most students agreed that their use of vocabulary was becoming better since they actively joined games and involved in cooperative learning. Although Games are effective in cooperative learning new words, they cannot be successful if the teacher does not explain the tasks and roles of students clearly in playing games. Games should be an integral part of a lesson, providing the possibility of intensive practice while at the same time immensely enjoyable for both students and teachers.

Using games in vocabulary teaching The article describes the role of games in the process of foreign language teaching. In learning a foreign language, vocabulary plays an important role. There are essential steps of learning vocabulary Hatch and Brown [1]: Having source for encountering new words; Getting a clear image for the form of new words; Learning the meaning of new words; Making a strong memory connection between the form and the meaning of the To increase the vocabulary we need media to be used.

Elicit good imitation of new language and appropriate responses; Communicative practice. Give students a chance to use the language [6]. Now let us look at what games the teacher may exploit while working with words.

Word association requires students to name all the words they know associated with any lexical category. One student says a word from the category, then the next student must immediately say another word from the category.

The next student continues with another word and so on around the class. Memory game begins with one student saying a sentence and the next student in turn adds another word or phrase to the sentence, repeating what has gone before in the same order, for example, Student 1: I went to the library.

Student 2: I went to the library and took some books. Student 3: I went to the library and took some books and began writing my course paper. Miming can be used as a guessing game.

This wordless activity leads the students to speak quite naturally. Someone mimes an action and the others try to guess what it This kind of guessing game can provide further practice of a wider variety of lexical and grammatical units, such as those related to occupations.

One student chooses an animal and mimes a typical action that it involves. The others try to guess the animal by asking either about the action or the animal, for example, Can it fly?.

The student miming provides only nonverbal clues to help the rest of the class guess what the animal is. Crime and punishment.

The class is divided into two The students of the first team write on a sheet of paper what «crime» was committed. The bag was stolen». The other team writes what punishment to be followed for it. He must be taken to prison. Then all the crimes and punishments will be read.