Preview

Teaching English Vocabulary Using Games

Good Essays
Open Document
Open Document
4630 Words
Grammar
Grammar
Plagiarism
Plagiarism
Writing
Writing
Score
Score
Teaching English Vocabulary Using Games
|Vol 36 No 1, January - March 1998 Page 20|PREVIOUS ... CONTENTS ... SEARCH ... NEXT |

| |The Use of Games | |

| |For Vocabulary Presentation and Revision | |

| |by Agnieszka Uberman | |

| | |Vocabulary acquisition is increasingly viewed as crucial to language acquisition. | | |
| | |However, there is much disagreement as to the effectiveness of different approaches for | | |
| | |presenting vocabulary items. Moreover, learning vocabulary is often perceived as a | | |
| | |tedious and laborious process. | | |
| | | | | |
| | |In this article I would like to examine some traditional techniques and compare them | | |
| | |with the use of language games for vocabulary presentation and revision, in order to | | |
| | |determine whether they are more successful in presenting and revising vocabulary than | | |
| | |other methods. | | |
| | |From my teaching experience I have noticed how enthusiastic students are about | | |
| | |practising language by means of games. I believe games are not only fun but help | | |
| | |students learn without a conscious analysis or understanding of the learning process | | |
| | |while they acquire communicative competence as second language users. | | |

| |


References: | |French Allen, V. 1983. Techniques in teaching vocabulary. Oxford: Oxford University Press. | | | |Gairns, R | |Hansen, M. 1994. Grajmy w jezyku francuskim. Jezyki Obce w Szkole. March-April, pp. 118-121. | | | |Haycraft, J | |Hubbard, P., H. Jones, B. Thornton, and R. Wheeler. 1983. A training course for TEFL. Oxford: Oxford | | | |University Press | |Lee, W. R. 1979. Language teaching games and contests. Oxford: Oxford University Press. | | | |Nation, I | |Richard-Amato, P. A. 1988. Making it happen: Interaction in the Second Language classroom: From Theory to | | | |Practice | |Rixon, S. 1981. How to use games in language teaching. London: Macmillan Publishers Ltd. | | | |Siek-Piskozub, T | |Silvers, S. M. 1982. Games for the classroom and the English-speaking club. English Teaching Forum, 20, 2, | | | |pp | |Summers, D. (ed.). 1983. The Longman Active Study Dictionary of English. Harlow: Longman. | | | |Watcyn-Jones, P | |Wellman, G. 1989. Word builder. Oxford: Heinemann International. | | | |Wierus, B | |---. 1994. Zagraj razem a nami. Czesc II. Jeyki obce w szkole. Sept.-Oct., pp. 308-313. | | | |Zdybiewska, M
Continue Reading
View Writing Issues

You May Also Find These Documents Helpful

  • Best Essays

    Instructional Strategies for Ell Classrooms
    • 3891 Words
    • 16 Pages

    Instructional Strategies for Ell Classrooms

    This paper takes a close look at various instructional strategies for teaching English Language Learners (ELL). It explores many methods and techniques utilized by ELL teachers; specific strategies include sheltered instruction, scaffolding, and the transfer of cognate knowledge. It is imperative in the ELL classroom that comprehensible input be disseminated to the students on an age-appropriate basis; therefore, it will be detailed in this paper. Various methods of feedback from the ELL are discussed, as it is vital to their educational success. Further, the grouping of students for enhanced learning is important, so different techniques for grouping will be discussed. Diverse techniques for building background and increasing vocabulary are presented due to their inextricable link to a successful ELL learning environment. Lastly, many innovative ways to engage the student in the learning process are highlighted.…

    • 3891 Words
    • 16 Pages
    Best Essays
    Read More
  • Satisfactory Essays

    Vocabulary Parent Letter
    • 416 Words
    • 2 Pages

    Vocabulary Parent Letter

    Vocabulary words and knowledge are critical in reading comprehension and vitally important that new and young readers develop a large ‘word bank’ and effective vocabulary learning strategies. That being said, we will have an emphasis on vocabulary words in our classroom this year.…

    • 416 Words
    • 2 Pages
    Satisfactory Essays
    Read More
  • Good Essays

    Elementary Schoolage K-3 Grade Indicator
    • 1301 Words
    • 6 Pages

    Elementary Schoolage K-3 Grade Indicator

    | The student has the ability to use some context clues to determine the meaning of new vocabulary.…

    • 1301 Words
    • 6 Pages
    Good Essays
    Read More
  • Better Essays

    Vocabulary Development
    • 824 Words
    • 4 Pages

    Vocabulary Development

    Pre-teaching Vocabulary Words Prior to students receiving a passage to read, review unfamiliar words used in the reading. (Thornbury)…

    • 824 Words
    • 4 Pages
    Better Essays
    Read More
  • Good Essays

    Feminist Perspective Of Women In Happy Endings By Margaret Atwood
    • 561 Words
    • 3 Pages

    Feminist Perspective Of Women In Happy Endings By Margaret Atwood

    From a Feminist Perspective, the women in “Happy Endings” are typically portrayed as weak characters. In this short narrative, we follow the storylines of two women who have issues in their love lives. The first scenario begins as the perfect love story, but as Margaret Atwood keeps writing, each scenario becomes darker than the last. In “Happy Endings” the female characters all seem to rely only on men. This causes multiple problems for them, all of which result in death.…

    • 561 Words
    • 3 Pages
    Good Essays
    Read More
  • Good Essays

    Jeopardy The Benefits Of Classroom Games
    • 134 Words
    • 1 Page

    Jeopardy The Benefits Of Classroom Games

    A Classroom game creates an opportunity for students to apply their knowledge and encourages them to learn. For example, the class is divided into four groups to play a game of Jeopardy. The game of Jeopardy consists of questions on a certain academic subject. An advantage to this method is it promotes cooperative learning. Students are learning how to interact, collaborate, and work together with their peers to answer questions. Working together provides positive reinforcements for students to develop social skills and trust among their team members. It’s my way a classroom activity can use them in the classroom for formal and informal assessment. A game will keep students alert and encourages participation, which will lead to learning. Its…

    • 134 Words
    • 1 Page
    Good Essays
    Read More
  • Good Essays

    Bullying: Carried Out By A Single Person Against A Target
    • 416 Words
    • 2 Pages

    Bullying: Carried Out By A Single Person Against A Target

    This is any bullying that does damage to someones body or damages their property. stealing, pushing, hitting, fighting, and causing destruction on property are all types of physical bullying . Physical bullying is the first form of bullying that a Target will experience. frequent bullying will begin in a different forms and later forward development to physical violent acts. In physical bullying the main fighting instrument the bully uses is their body when attacking their Target. Sometimes groups of young adults will Target and push away an equal because of some young person bad starting a opinion. This can quickly lead to a place where they are being taunted, given great pain, and get beaten-up by their school friends. Physical bullying can lead to a very sad ending and therefore must be stopped quickly to put a stop to any further increase.…

    • 416 Words
    • 2 Pages
    Good Essays
    Read More
  • Better Essays

    Action Research: Students at Military Medical University
    • 1990 Words
    • 8 Pages

    Action Research: Students at Military Medical University

    Wright, A., Betteridge, D., & Buckby, M. (1984). Games for Language. Cambridge University Press. Retrieved from http://www.teflgames.com/why.html…

    • 1990 Words
    • 8 Pages
    Better Essays
    Read More
  • Powerful Essays

    Vocab Development: Effects of Watching Captioned Movie Clips on EFL Learners
    • 4063 Words
    • 17 Pages

    Vocab Development: Effects of Watching Captioned Movie Clips on EFL Learners

    Horst, M., Cobb, T., & Meara, P. (1998). Beyond a Clockwork Orange: Acquiring second language vocabulary…

    • 4063 Words
    • 17 Pages
    Powerful Essays
    Read More
  • Good Essays

    Apollo Tyres 1
    • 490 Words
    • 2 Pages

    Apollo Tyres 1

    Apollo Tyres has created a niche for itself in the Indian tyre market. After three decades of consistent growth, today it is the market leader.…

    • 490 Words
    • 2 Pages
    Good Essays
    Read More
  • Powerful Essays

    LEARNERS4 MOTIVATION IN LEARNING VOCABULARY
    • 1525 Words
    • 5 Pages

    LEARNERS4 MOTIVATION IN LEARNING VOCABULARY

    Rita acknowledged in her report that, “the vocabulary that students encounter frequently prevents them from understanding reading material and test questions.” Although recognizing contextual clues and utilizing a dictionary or translator are always very helpful and appealing options to students, they are frequently very tedious and time consuming, which can also impact a student’s level of understanding if their time is limited. In her study, Rita decided that they best course of action would be to have assigned hour-long periods each day that were focused on direct study of vocabulary. Each session typically utilized a variety of different vocabulary strategies, such as flash cards, word games, and the study of word roots. The study and memorization of prefixes and suffixes was the main focus of the session whereas the games and flash cards provided secondary backup.…

    • 1525 Words
    • 5 Pages
    Powerful Essays
    Read More
  • Good Essays

    Why Do Games Mustn T Be Considered A Marginal Activity?
    • 754 Words
    • 4 Pages

    Why Do Games Mustn T Be Considered A Marginal Activity?

    Games are principally used once there's some time left at the top of the lesson to stay students quiet. However, Lee (1979, p. 3) proposes that “games mustn't be considered a marginal activity, filling in odd moments once the teacher and class don't have anything better to try to to.” With this in mind, games ought to be placed into the middle of room teaching and that they mustn't be treated as a just tune-up activity. Rinvolucri (1990) clarifies that a game is employed in any of those 3 stages whereas exploiting them as a vicinity of grammar instruction: a) before presenting a given structure, particularly to seek out diagnostically what proportion of data is already illustrious by the learners; b) once a grammar presentation to envision…

    • 754 Words
    • 4 Pages
    Good Essays
    Read More
  • Satisfactory Essays

    Research Paper of Feminism
    • 334 Words
    • 2 Pages

    Research Paper of Feminism

    I. Introduction: to discover the most efficacy way to teach 5-7 year-old children listening skill from playing games by David Nunan’s Practical English Language Teaching: Grammar…

    • 334 Words
    • 2 Pages
    Satisfactory Essays
    Read More
  • Better Essays

    morphological processes
    • 4818 Words
    • 16 Pages

    morphological processes

    Hatch, E and C. Brown. (1995). Vocabulary Semantic and Language Education. Cambridge: Cambridge University Press.…

    • 4818 Words
    • 16 Pages
    Better Essays
    Read More
  • Powerful Essays

    Songs for Young Learners
    • 5041 Words
    • 21 Pages

    Songs for Young Learners

    Songs can be one of the most enjoyable ways to practice and develop listening skills. Any syllabus designed for…

    • 5041 Words
    • 21 Pages
    Powerful Essays
    Read More

Related Topics