Đang tải... (xem toàn văn)
Trang 1 THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES VU MAI MY THE EFFECTIVENESS OF THE EMPLOYMENT OF GAMES TO DEVELOP ENGLISH VOCABULARY FOR THE 3RD GRADE PUPILS AT TAN LAP PRIMAR
THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES VU MAI MY THE EFFECTIVENESS OF THE EMPLOYMENT OF GAMES TO DEVELOP ENGLISH VOCABULARY FOR THE 3RD GRADE PUPILS AT TAN LAP PRIMARY SCHOOL, THAI NGUYEN CITY, THAI NGUYEN PROVINCE M.A THESIS Field: English Linguistics Code: 8220201 THAI NGUYEN- 2022 THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES VU MAI MY THE EFFECTIVENESS OF THE EMPLOYMENT OF GAMES TO DEVELOP ENGLISH VOCABULARY FOR THE 3RD GRADE PUPILS AT TAN LAP PRIMARY SCHOOL, THAI NGUYEN CITY, THAI NGUYEN PROVINCE M.A THESIS Field: English Linguistics Code: 8220201 THAI NGUYEN- 2022 ĐẠI HỌC THÁI NGUYÊN TRƯỜNG NGOẠI NGỮ VŨ MAI MY HIỆU QUẢ CỦA VIỆC ÁP DỤNG TRÒ CHƠI ĐỂ PHÁT TRIỂN TỪ VỰNG TIẾNG ANH CHO HỌC SINH LỚP 3 TRƯỜNG TIỂU HỌC TÂN LẬP, THÀNH PHỐ THÁI NGUYÊN, TỈNH THÁI NGUYÊN LUẬN VĂN THẠC SĨ Ngành: Ngôn ngữ Anh Mã số: 8220201 THÁI NGUYÊN - 2022 DECLARATION I certify that the information I have written on the application form and the documents I have submitted are true and accurate I confirm that this paper is submitted in fulfillment of the requirement for the M.A Degree and has not been submitted elsewhere in any other form for the fulfillment of any other degree or qualification Approved by Supervisor Submitted by: Vu Kieu Hanh Ph D Vu Mai My i ACKNOWLEDGEMENTS This thesis would have not been finished without the guide, support, suggestions, and encouragement from many people around the researcher The researcher would like to express her deepest and sincere gratitude to: Academic lecturer and her advisor Dr Vu Kieu Hanh for her generous advice, valuable guidance, elaborated correction, patience, and willingness to assist the researcher during her busy time throughout the research process All lecturers in the English Education Department, School of Foreign Languages – TNU, who have given her great support and insightful lectures in the field of study All her friends and classmates in the English Education Department, School of Foreign Languages – TNU, who always supported her during the study in the graduate program and for their spirits to accomplish her study The headmaster and teachers at Tan Lap Primary School have given support and motivation to complete this thesis The primary pupils at Tan Lap Primary School were engaged as participants in this research Her beloved parents and husband for their love, patience, support, and motivation In the end, the researcher realized this paper could not be perfect There were shortcomings and mistakes Therefore, all critics and suggestions for this paper to be better are appreciated ii TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii TABLE OF CONTENTS iii LIST OF TABLES vi LIST OF FIGURES vii LIST OF ABBREVIATIONS viii ABSTRACT ix CHAPTER I .1 INTRODUCTION 1 1.1 Rationale of the study 1 1.2 Aims of the study .4 1.3 Research questions 4 1.4 Scope of the study 4 1.5 Method of the research 5 1.6 The significance of the study 5 1.7 Organization of the thesis .6 CHAPTER II 7 LITERATURE REVIEW .7 2.1 Games in vocabulary teaching and learning .7 2.1.1 Concept of language games 7 2.1.2 Roles of language games .9 2.1.3 Main types of language games 9 2.1.4 Advantages of language games 12 2.1.5 The role of games in teaching and learning vocabulary 13 2.2 Vocabulary .15 2.2.1 Definition of the vocabulary 15 2.2.2 Types of vocabulary 17 2.2.3 Importance of vocabulary 18 2.3 Teaching vocabulary .19 iii 2.3.1 The importance of vocabulary teaching 19 2.3.2 Process of vocabulary teaching 19 2.4 Learning vocabulary .20 2.4.1 The importance of vocabulary learning 20 2.4.2 Obstacles in learning vocabulary 21 2.5 Characteristics of young learners 21 2.6 Motivation in learning vocabulary 22 2.6.1 Nature of Motivation .22 2.6.2 Kinds of Motivation 23 2.6.3 Methods to enhance motivation in learning 25 2.6.4 ARSC Motivational Design model 26 2.7 Previous studies .28 2.8 Summary 30 CHAPTER III 31 RESEARCH METHODOLOGY 31 3.1 Context of the study 31 3.1.1 The textbook 31 3.1.2 The research location 31 3.1.3 The subjects and sampling .31 3.2 Research design .32 3.2.1 Data collection instruments 33 3.2.3 Procedures of data analysis 36 3.3 Action research procedure 37 3.3.1 Warming up .37 3.3.2 Presentation .39 3.3.3 Explanation 40 3.3.4 Production .41 3.4 Summary 42 CHAPTER IV 43 FINDINGS AND DISCUSSIONS 43 iv 4.1 Findings from tests 43 4.1.1 Pre-test results 43 4.1.2 Post-test results 44 4.1.3 Differences in pupils’ vocabulary use before and after using language games in teaching vocabulary 45 4.2 Findings from interviews 45 4.2.1 Interviews with teachers 45 4.3 Questionnaires for pupils 48 4.3.1 Pupils’ attitude towards learning vocabulary with the use of games 48 4.3.2 The improvement of pupils after they had been taught with the use of games .49 4.3.3 Pupils’ favorite tasks in the lesson with the use of games .49 4.4 Discussions 50 4.5 Summary 51 5.1 Conclusions 52 5.1.1 Summary of findings .52 5.1.2 Implications .52 5.1.3 Limitations 53 5.1.4 Recommendations .54 REFERENCES 55 APPENDIX 1 I APPENDIX 2 II APPENDIX 3 IV APPENDIX 4 V APPENDIX 5 VI APPENDIX 6 VII APPENDIX 7 XIV v LIST OF TABLES Table 4.1: The overall descriptive data of the tests 45 Table 4.2: The sources of games (Question 4) 47 Table 4.3 The improvement of pupils after they had been taught with the use of games 49 Table 4.4: Pupils’ favorite tasks in the lesson with the use of games .49 vi LIST OF FIGURES Figure 4.1: Pre-test outcome .44 Figure 4.2: Post-test outcome 44 Figure 4.3: Teachers’ frequency of using games in teaching English (Question 1) 46 Figure 4.4: Teachers’ attitudes towards the effectiveness of games (Question 2) 47 Figure 4.5 Pupils’ attitude towards learning vocabulary with the use of games .48 vii