An investigation into some approaches to An investigation into some approaches to

vocabulary teaching and learning and the vocabulary teaching and learning and the

application of games in teaching and learning application of games in teaching and learning

vocabulary at pre – Intermediate level at Foreign vocabulary at pre – Intermediate level at Foreign

Language center – haiphong universityLanguage center – haiphong university

(Nghiªn cøu mét sè c¸ch d¹y- häc tõ vùng vµ thö

nghiÖm ¸p dông c¸c trß ch¬i trong viÖc d¹y vµ häc

tõ vùng ë ch ¬ng tr×nh B t¹i Trung t©m Ngo¹i ng÷ -

§¹i häc H¶i Phßng))

Part one: Part one: IntroductionIntroduction

Part two:Part two: DevelopmentDevelopment

Part three: Part three: ConclusionConclusion

Part one: Introduction

Without grammar very little can be conveyed, without vocabulary nothing

can be conveyed

(Wilkins, 1972, p.111) 1. Rationale

2. Aims of the study

3. Scope of the study

4. Methods of the study

5. Design of the study

Research questions:Research questions:

What is the present situation of teaching What is the present situation of teaching and learning vocabulary at Pre – and learning vocabulary at Pre – Intermediate level at FLC-HPU?Intermediate level at FLC-HPU?

What is the main reasons of the difficulties What is the main reasons of the difficulties in vocabulary teaching and learning at Pre – in vocabulary teaching and learning at Pre – Intermediate level at FLC-HPU?Intermediate level at FLC-HPU?

Do games help learners at Pre – Do games help learners at Pre – Intermediate level learn vocabulary more Intermediate level learn vocabulary more effectively? effectively?

Part two: Development

Chapter one: Chapter one: Literature reviewLiterature review1.1. Vocabulary1.1. Vocabulary

1.2. Vocabulary in language teaching and learning1.2. Vocabulary in language teaching and learning

1.3. Approaches to language teaching and their 1.3. Approaches to language teaching and their

relevance to vocabularyrelevance to vocabulary

1.4. Recent research about teaching and learning second 1.4. Recent research about teaching and learning second

language vocabularylanguage vocabulary

1.5. Advantages of the use of games in vocabulary 1.5. Advantages of the use of games in vocabulary

teaching and learningteaching and learning

Part two: Development

Chapter one: Chapter one: Literature reviewLiterature review

1.1. Vocabulary1.1. Vocabulary

1.1.1. Definition of Vocabulary1.1.1. Definition of Vocabulary

1.1.2. Concept of words1.1.2. Concept of words

1.1.3. Words and their meanings1.1.3. Words and their meanings

1.1.4. Words use1.1.4. Words use

1.1.5. Form of words1.1.5. Form of words

1.2. 1.2. Vocabulary in language teaching and Vocabulary in language teaching and

learninglearning

1.2.1. A neglect aspect of foreign language1.2.1. A neglect aspect of foreign language

methodologymethodology

1.2.2. Ineffective vocabulary learning1.2.2. Ineffective vocabulary learning

1.2.3. The status of vocabulary in current1.2.3. The status of vocabulary in current

language teaching and learninglanguage teaching and learning

1.3. Approaches to language teaching and 1.3. Approaches to language teaching and their relevance to vocabularytheir relevance to vocabulary

1.4. Recent research about teaching and 1.4. Recent research about teaching and learning second language vocabularylearning second language vocabulary

1.5. Advantages of the use games in 1.5. Advantages of the use games in vocabulary teaching and learningvocabulary teaching and learning

Games can motivate learners by bringing Games can motivate learners by bringing fun to classesfun to classes

Games can provide language practiceGames can provide language practice Games encourage learners to interact and Games encourage learners to interact and

communicate with one anothercommunicate with one another

Games can motivate learners Games can motivate learners by bringing fun to classesby bringing fun to classes

Games are highly motivating because they Games are highly motivating because they are amusing and interesting (Ersoz, 2000)are amusing and interesting (Ersoz, 2000)

By bringing fun to the language classrooms, By bringing fun to the language classrooms, games in vocabulary teaching will create a games in vocabulary teaching will create a relaxed atmosphere which helps students relaxed atmosphere which helps students remember things faster and betterremember things faster and better

Games can provide language practiceGames can provide language practice

Games are used not only for mere fun, but Games are used not only for mere fun, but also more importantly for the useful also more importantly for the useful practice (Nguyen & Khuat, 2003)practice (Nguyen & Khuat, 2003)

Well – chosen games are invaluable as they Well – chosen games are invaluable as they give students a break and at the same time give students a break and at the same time allow students to practice language skills allow students to practice language skills (Lee, 1995)(Lee, 1995)

Games encourage learners to interact Games encourage learners to interact and communicate with one anotherand communicate with one another

When taking part in the games learners When taking part in the games learners have to talk to express or exchange their have to talk to express or exchange their ideas with their partners. It can lead to ideas with their partners. It can lead to better word learning. (Zimmerman, 1997)better word learning. (Zimmerman, 1997)

Through interaction with others, learners Through interaction with others, learners can get help from each other on the can get help from each other on the meaning of unfamiliar words, including meaning of unfamiliar words, including vocabulary items they do not know. (Nation vocabulary items they do not know. (Nation and Newton, 1977, p.244)and Newton, 1977, p.244)

Chapter two:

Present situation of teaching and learning English

at Pre-Intermediate level at FLC - HPU

Part two: Development

2.1. Learners and learners’ 2.1. Learners and learners’ needneed

2.2. Teachers and teaching 2.2. Teachers and teaching methodsmethods

2.3. Material and material 2.3. Material and material assessmentsassessments

Chapter three:

Data collection, findings and disscusion,

some suggestions

Part two: Development

3.1. Data collection3.1. Data collection3.2. Findings and discussion3.2. Findings and discussion3.3. Application of games in 3.3. Application of games in

vocabularyvocabulary teaching and learningteaching and learning

3.1. Data collectionData collection

Part two: Development

3.1.1. The subject3.1.1. The subject

3.1.2. Instrument3.1.2. Instrument- Questionnaires- Questionnaires- Classroom - Classroom

observation observation - Discussion & small - Discussion & small

talkstalks

3.2. Findings and discussionFindings and discussion

Part two: Development

- Both teachers and learners are Both teachers and learners are deeplydeeply

influenced by traditional influenced by traditional methods.methods.

- Learners lack sufficient practice Learners lack sufficient practice ofof

vocabularyvocabulary- Learners feel bored in Learners feel bored in

vocabulary lessonsvocabulary lessons- Most of learners (86.2%) expect Most of learners (86.2%) expect

theirtheir teachers to adjust their teachers to adjust their

methods to helpmethods to help them study vocabulary more them study vocabulary more

effectivelyeffectively

3.3. Application of games in Application of games in vocabulary teaching and vocabulary teaching and

learninglearning

Part two: Development

Applied games:Applied games:. Hang man. Hang man. Simon says. Simon says. Word puzzle. Word puzzle. Selling and Buying . Selling and Buying

thingthing

Result of Post – class survey Result of Post – class survey and and

discussiondiscussion

- Teachers’ comment- Teachers’ comment

- Learners’ reaction, their - Learners’ reaction, their progress progress

and expectationand expectation

Part two: Development

OptionsOptions

QuestionsQuestions

aa bb cc dd

11 76.6%76.6% 5.5%5.5% 14.4%14.4% 3.3%3.3%

22 45.5%45.5% 17.8%17.8% 21.1%21.1% 15.5%15.5%

33 42.2%42.2% 41.4%41.4% 12.2%12.2% 4.4%4.4%

44 25.2%25.2% 13.3%13.3% 34.4%34.4% 26.6%26.6%

Table 7Table 7: : Learners’ reaction, their progress and Learners’ reaction, their progress and expectation expectation

1.What do you think of the games your 1.What do you think of the games your

teachers used in your vocabulary lesson?teachers used in your vocabulary lesson?

a.a. Very interesting and usefulVery interesting and useful

b.b. Rather interesting and usefulRather interesting and useful

c.c. Interesting and usefulInteresting and useful

d.d. Uninteresting and uselessUninteresting and useless

2. How could your classmates help you to 2. How could your classmates help you to learn vocabulary through games?learn vocabulary through games?

a.a. Help you to guess unknown wordsHelp you to guess unknown words

b.b. Help you to recall the words you have Help you to recall the words you have learnt but forgottenlearnt but forgotten

c.c. Help you to remember words from the Help you to remember words from the games very quicklygames very quickly

d.d. Help you enrich your vocabularyHelp you enrich your vocabulary

3. Has your use of vocabulary become 3. Has your use of vocabulary become better since you joined the games?better since you joined the games?

a.a. Yes, much betterYes, much better

b.b. Yes, betterYes, better

c.c. Yes, little betterYes, little better

d.d. No, not better at allNo, not better at all

4. Which stage of the lesson do you want your 4. Which stage of the lesson do you want your teachers to use games in vocabulary lessons?teachers to use games in vocabulary lessons?

a.a. In presentationIn presentation

b.b. In controlled practiceIn controlled practice

c.c. In communication practiceIn communication practice

d.d. At all stages of the lessonAt all stages of the lesson

Some adviceSome advice

When choosing a game teachers When choosing a game teachers

-- should be careful to find an should be careful to find an appropriateappropriate

one for the class.one for the class.

- - should give clear instructionshould give clear instruction

- - should not interrupt to correct should not interrupt to correct mistakesmistakes

in language usein language use

- - should not compel an individual toshould not compel an individual to

participate participate

If the game is tiring or boring, it should If the game is tiring or boring, it should bebe

stopped.stopped.

Part two: Development

Some word gamesSome word games

- Just a minute, win or lose or draw (Lee, - Just a minute, win or lose or draw (Lee, 1995)1995)

- Puzzle pieces board, cross word puzzle - Puzzle pieces board, cross word puzzle (Agnieszka,(Agnieszka,

1998)1998)

- Art mater, mysterious landmarks, story - Art mater, mysterious landmarks, story time (Chen,time (Chen,

2004)2004)

- Vocabulary cards, twenty questions, - Vocabulary cards, twenty questions, draw - a - worddraw - a - word

game, back – to – back, word maps, game, back – to – back, word maps, vocabularyvocabulary

bingo, guess my word (Paul Nation, bingo, guess my word (Paul Nation, 1994)1994)

Part two: Development

Part three: Conclusion

1.1. Review of the study Review of the study

2.2. 2. Limitations and 2. Limitations and Suggestions for Further Suggestions for Further StudiesStudies

THANKS FOR YOUR THANKS FOR YOUR ATTENTION !ATTENTION !