The effect of using games on vocabulary of students at tri ton secondary school

TAY DO TINWERSITY a".4@6ec6 - fRuO/NG o4r xgc rAv A RESEARCH PROPOSAL ON THE EFFECT OF USING GAMBS ON VOCABULARY LEARNING OF STUDENTS AT TRI TON SECONDARY SCHOOL I l Supervisor: ,: HTIYNH TIII MY DUYEN Student: Name: BUI THI THUY QUYENG Code: 1f57010049 Class: ENGLISH lutulIurux![ L.003732 Can Tho,2015 ACKNOWLEDGEMENTS I consider myself very lucky and honored to have many wonderful people to lead me to completion of this research proposal Therefore, I wish to express me indebted gratitude to all of them who have much contribution to the success of my study I would like to express my deepest thanks to my supervisor, Huynh Thi My Duyen, M.Ed., who took time out to guide, to complete my research proposal She helped me out of trouble and gave me good orientation as well as encouragement Her valuable feedback and constructive cofirment helped me have a right away to overcome difficulties and complete my study well Last but not least, as me close I want to send me special love to my dear family as well friends for their supports and encouragement during the time of work L.003732 I COMMENTS I'ABLE OF CONTENT t LIST OF TABLES Table l:MajorAspects of Table 2: Procedure ofthe Vocabulary research IV 21 ABSTRACT: Today, the goal of foreign language teaching in general and teaching in high school English teachers in particular is that teachers must renew teaching methods to hain thr: students communication ability through the four language skills, namely: listening, speaking, reading and writing karning vocabulary is a major concern for those who want to learn this language The present study aimed at determination of effect of games on vocabulary gain of student The students often complain that it is less difficult to learn vocabulary items for the fust time than to consolidate and remember them Students usually feel bored in vocabulary learning because they have not changed their leaming to leam by heart or leardrg To help students find effective habits, such as writing words on paper, trying passively through the teacher's explanations methods, especially vocabulary leaming more interesting, we conducted action research to find the answer to the question, "Do vocabulary effectively, and games in our owr if games help students learn so, how?" The process of research includes applyrng classes, observing other teachers' classes, and giving students the tests to check the effectiveness of games in vocabulary leaming and the questionnaire to find students' attitude in learning vocabulary tbrough games CHAPTERI INTRODUCTION Chapter It also states the aims of this chapter is the I Introduction descibes the rationale of the study and significance of the research T'he final section organization of the research proposal 1.1 Rationale People are living language and in the world of globalization English is a common is spoken in many countries There are many people who English around the world and many countries use it as the speak official language In Vietnam, English is more and more important when people are caring out the modernization and industrialization English has become a compulsory subject in the curriculum of most of schools in Vietnam In leaming English, vocabulary plays an important role It is one element that links skills of speaking, listening, reading and writing all togethff (Nguyen &Khuat, 2003).People are confident that vocabulary, including not only words but also their meaning, orthography, pronunciation, context and conjugation, are in the process of learning a new language Therefore, vocabulary learning redundant.If leamers v/ant to use English equipthemselves withknowleclge successfully, is they never should of vocabulary and should know how to use it accurately Knowledge of vocabulary is the foundation to help them learn better in the future However, in Vietnam, young students complain that it is less difficult to leam vocabulary items for the fust time than to consolidate and remember them They keep learning and forgetting When they get new vocabulary, they need effective methods to collect, learn, remember and consolidate words for retention and use in the future Thus, it is necessary to help the students retain new words in long-term memory.Currently, the educationalsystem t in Vietnam has made sigtificant changes, especially on educational methods Previously, the education was more traditional However, today,education not only is to indoctrinate knowledge in books to students but plso to help them to have compreheusive vision For secondary school students, now, besides the sub_jects such Mathematics, Literature, Physics, and so on, they also have as to leam English Unlike other subjects, English is a discipline has its own characteristics.It requires students to be diligent, hardworking, especially to have the passion and excitement in learning Therefore, the English teaching in secondary school has been put into increasing demands not only on the level but also on teaching methods In fact, secondary schools students are notinterested in or excited about leaming English Thus, the question is how to the teachersmake students interest and gain efficiency in this subject This problem may be caused by many common reasons related to their English grammar, techniques and activities which are believed to have direct effects on the students' attitude and their vocabulary learning in the learning process.Then I noticed that vocabulary leaming through game is a truly optimal method.Because games are amusing and interesting, they are highly motivating They can be used to practice lnowledge of vocabulary, then students can leam other skills better.lr the easy, relaxing atmosphere which is created by using games, students remember things faster and better (Wierus and Wierus, 1994) Therefore, I would like to investigate whether the students at Tri Ton Secondary School would like to usegames in learning vocabulary or not and how games affect their vocabulary leaming This reason has inspired me to conduct a study entitled "The Effect of Using Games on Vocabulary Learning of Students at Tri Ton Secondary School" 1.2 Aims and significance ol'the research 1.2.1 Aims of the research The main purpose of the study is to investigate the effect of games on learning vocabulary of students at Tri Ton Secondary School This research is conducted to consider whether the students like vocabulary game on learning or not Especially, this research aims to investigate how games affect their leaming vocabulary in order to find solutions that can help them to improve their vocabulary as well as leam ne'w words effectively 1.2.2 Significance of the research This research touches onhow the students of Tri Ton Secondary School learn vocabulary The findings might be significant to both the teachers and the students First, the teachers can know their students' attitudes and what games their students like After that, teachers can give some suggestions or make some suitable adjustrnents for their students, Besides,this research also brings many benefits for students Students stress in will enjoy a vocabulary leaming method which can reduce classroom, inhibition among shy and weak students, make sfudents become active This study also helps students to focus more on the vocabulary learning to leam other skills br:tter 1.3 Organization of the research proposal This proposal includes tlree chapters consisting of (1) Introduction, (2) Literature review, (3) Research methodology, and (4) Expected outcomes Chapter one introduces the rationale, the aims and significance of the study This chapter also presents the organization ofthe research proposal Chapter two is the review of vocabulary learning, educational language games and relationship between playing game and leaming vocabulary The final part of this chapter is the summary of the literature review Chapter three focuses on research methodology which will be employed in this study consisting of the research questions and hlpotheses, the research desip., the participants and the instruments of the study The procedure of the research is also included in this chapter Chapter four is the expected outcomes The participants had to fiu in the blanks using words given in the box The tests are marked carefrrlly for further analysis.The purpose of the post test is to see whether the sfudents are able to master the learned vocabulary items The scores are recorded for comparisons and analysis Questionnaire: The questionnaireis given to groups B at the ending of the research The test consists of4 questions about the students' attitude in leaming vocabulary through games Vocabulary game: The most emphasized feature of the research, which was mentioned in the part Methodology, is the proc,oss of the teacher's intervention With the objectives of this study, the intervention process should be designed to improve the participants' English vocabulary and create a favorable condition for them to reflect on the games and teaching techniques for vocabulary The vocabulary game, consequently, is established trc meet the above demands, The game is applied in Group B after the pre-test 20 3.6 Procedure ofthe research The research is conducted in 18 weeks The specific information is shown in following table: Table 2: Procedure ofthe research Weeks wl -w4 w5 -w10 wll wl5 w16 - wl8 Activities Set the framework for the research Write outline Search for documents related to the topic Write the introdurction and literature review Write the research methodology Choose the games, designing tests and the questionnaire Contract with the grade six students at tri Ton Secondary School Write Expected Outcomes Correct errors 27 CHAPTERIV EXPECTED OUTCOMES Through the process of the research, I found that the use of language games in teaching and learning English is really effective It is one of the effective methods to help students cultivate knowledge of vocabulary, help students, and contribute to improving the quality of leaming Besides, the students have the opportunity to participate in games They will be encouraged to choose who will with them This will not on.ly create a friendly learning atnosphere, but also encourage them to help each other The inferior students will besupported by the better students in the same group Thereby, there is the close relationship formed among students The languag;e game requires students to collaborate with each other during debate, discussion, and use language in different situations depending on the type of game being held in class Promoting communication among students is the main purpose of the process of teaching foreip languages, and to promote their cooperation and competition.In addition, through the observation, teachers can identiff the strengths and weaknesses ofthe students as well as gaps need to be added in the process of acquiring their knowledge For these reasons, I hope that teachers should apply games teaching and create opportunities in English for the students to practice English more Bringmg the game into the classroom makes the enjoyable and attractive lessons Students will feel comfortable with this method, so students feel interested in learning Conveying teachers' knowledge is effective Also, vocabulary learning all ofthe students have improved 22 of RE,FERENCES [] Best, J.W & Kahn, J.V (1993) Research in education Boston: Allyn and Bacon [2] Bunch, S (2009) Tips to reinforce English content words Retrieved on March 1, 2010, from http:l/vrww.suitel01.com/content/esl-vocabulary-strategies- a121947 [3] Byrne, D (1987) Techniqrres for classroom interaction New York: Longman [4] Carter, R & McCarthy,, M (1988) Vocabulary and language teaching London: Longman t5l Creswell, J.W (1994) Research design: Quantitative and qualitative approaches California: Sage P'ublication, Inc [6] Davies, P & Pearse, E (:1000) Success in English teaching Oxford: Oxford University Press [7] Doff, A (1988) Teaching English Cambridge: Cambridge University Press [8] Ellis, N.C (1997) Vocabulary acquisition: Word structure, collocation, wordclass, and meaning In N Schmitt & M McCarthy (Eds.), Vocabulary: Description, acquisition, and pedagogy (pp, 122-139) Cambridge: Carnbridge University Press [9] Ersoz, A (2000) Six games for the EFL/ESL classroom The Internet TESL Journal,6 (6).Retrieved on January 22,2011, from http://iteslj.orgy'Lessons/ErsozGames.html [10] Gairns, R & Redman, S (1986) Working with words: A guide to teaching and learning vocabulary Cambridge: Cambridge University Press [11] Greenall, S (1990) Language games and activities Britain: Hulton Educational Publications Ltd [2] Hadfield, J (1984) Elementary communication games London: Longman [13] Hadfield, J (1990) Intennediate communication games London: Nelson VI [la] Hadfield, J (1999) Beginners' communication games London: Longman [15] Hanner, J (1991) The practice of English language teaching London: Longman [16] Hunt, A & Beglar, D (2002) Current research and practice in teaching vocabulary leaming In J.C Richard language teaching: & w.A Renandya (Ed.), Methodology in An anthology of current practice (pry 255-266) Cambridge: Cambridge University Press [7] Laufer, B (1997) What's in a word that makes it hard or easy: Some intralexical factors that affect the leaming of words In N Schmitt & M McCarthy (Eds.), Vocabulary: Description, acquisition, ffid pedagogy (pp 140-155) Cambridge : Cambridge University Press [8] Lee, S.K (1995) Creative games for the language class Forum, 33 Retrieved December 21, 2010 (l), 35 from http://eca.state gov/forum/vols/vol3 3/no /P3 5.htm [9] Lee, W.R (2000) Language teaching games and contests Oxford: Oxford University Press [20] Lewis, M (1999) L2 Vocabulary acquisition through extensive reading Cambridge: Cambridge University Press [21] McCallum, G.P (1980) 122) McMillan, J.H & l0l Word Games Oxford: Oxford University Press Schumacher, conceptual understandin g New S (1993) Research in education: A York HaprerCollins [23] Nation, I.S.P (1990) Teaching and learning vocabulary Massachusetts: Heinle & Heinle Publisher [24] Nguyen, T.T.H & Khuat, T.T.N (2003) The effectiveness of learning vocabulary through games Asian EFL Journal Rekieved January 20,2011 from http ://www.telfgames com/why.html vil [25] O'Dell, F (1997).Incorporating vocabulary into the syllabus In N Schmitt & M McCarthy (Eds.), Vocabulary: Description, acquisition, and pedagogy (pp 258278) Cambridge: Cambridge University Press [26] Richards, J C., Platte, J & Platte, H (1992) Dictionary of language teaching and applied linguistics London: Longman [27] Richard-Amato, P.A (1988) Making it happen: Interaction in the second language classroom: From theory to practice Iondon: Longman [28] Rubin, J (1987) karner strategies: Theoretical assumptions, research history and typology In A Wenden & J Rubin (Eds.), Leamer strategies in language learning (pp.21-32) New York: Prentice Hall [29] Schmitt, N (1997) Vocabulary leaming strategies h N Schmitt & M McCarthy (Eds.), Vocabulary: Description, acquisition, and pedagogy (pp 199227) Carrlt:,idge: Cambridge University Press [30] Schmitt, N (2000) Vocabulary in language teaching Cambridge: Cambridge University Press vfl APPENDIX QUESTTOTINATRE The questionnaire is designed for the sfudy "The Effect of Using Games on Vocabulary Learning of Students at Tri Ton Secondary School,, Your assistance in fulfilling the following items is greatly appreciated Full name: Age: Gender: Please tick (EI) in the given boxes to indicate your choice Do you like language games given by your teacher during vocabulary lessons? i-lA I like thern very much l-rB Yes, they are OK IC I don't like them at all ID I have no idea What you while playrng games? l tA Take part Lr-B in the games actively Join the games only when being asked by the teacher IlC Join the games only when feeling interested ID Do not take part in the games How you feel after playing games? trA relaxed and motivated IB normal i iC uncomfortable tx To make the use of language games in vocabulary lessons more effective, what you think the teacher can do? (You can choose more than one option.) i- lA Teacher can exploit the language games that suit students' level IB Teacher can explain students what to in a clear and an easy-to-understand language IC Teacher ID can exploit a variety of language games in different lessons Teacher can demonsfrate what to to students =E Others Thankyou for your cooperation! x APPENDIX BANG cAu Bing cflu h6i trd choi -Iuo n6r c thi6t k6 cho viQc nghiGn crfru 66Tic dQng cria viQc sri dBng lOn viQc hgc tir vgng cria hgc sinh trudmg Trung hgc co sO Tri Tdn" SU hgp t6c cria c6c b4n Tui5i: lir ni6m cim kich cria t6i Gi6 itinh: Vui tong d6nh diu (E) mir b4n chgn l B4n c6 thich gi6o vi6n cria b4n thgc hanh hd choi ng6n ngt nhimg bdi hqc tu v.tmg? nA TOi r6t thich IC T6i khdng c6 ilB T6ithich f kitin [D TOi kh6ng thich B4n lim gi ft*ri choi game? lA Tich cgc tham gia vio c6c trd choi IB Chi tham gia vdo trd choi k*ri duo c gi6o vi6n y6u ciu :rC Chi tham gia vdo trd choi kili cnm th6y trd d6 thri vi ID Khdng tham gia vdo c6c trd choi B4n cim th6y nhu th6 nio sau lfii choi trd choi? lA thoii m6i vi ning itQng ,IB binh thudmg i1C kh6 chfu Theo bgn, gi6o vi€n cdn lim gi tt6 sri dgng c6c td choi ngdn ngfi c6c bii hgc tu vlmg hiQu qui hon? (Bpn c6 th6 cho.n nhiAu hon mQt ga chgn.) xt nA Gi6o vi6n n6n kfiai th6c c6c trd choi ngdn ngt phir hqp voi trinh d0 cria hgc sinh ilB Gi6o vi6n n6n giii thich nhiQm vu md hgc sinh phii ldm mQt c6ch 16 rang vi a6 nieu ilC Gi6o vi6n n6n thgc hiQn nhi6u trd choi ng6n ngt tong nhtng bdi hgc kfi6c ilD Gi6o vi6n n6n ldm mAu cho sinh vi6n ldmtheo =8 f tci6nmac: Chin thirnh cim m! xil APPEI\DIX PRE-TEST AIID POST.TEST Test 1: Complete the sentences with words in the box Car park bookshop shopping center shop chemist police station hospital cinema bridge bus stop music l I want to buy a new dictionary at the You can buy CDs and cassettes at the There are lots of different shops in a You wait for a bus at a About 15 doctors work in our local We went to the to watch a film They arrested the suspect and took him to the The old goes across the river Paris is a beautiful 10 There's a big next to the supermarket - you can leave your car there xilt Test 2: Complete the sentences with the names of the places Restaurant hotel farm Supermarket l tennis swimming pool court library Maria works in a camp court theatre She cleans the bedrooms and makes them tidy I sell hamburgers and chips in a fast food We work at the We teach children to swim I like working outside, so I pick apples on a He helps to organize activities for the young people who stay at the summer You can buy all kinds of food (and lots of other things too) at You can get books from a the and take them home to read We like watching them to play basketball at the basketball People come to see play at the 10 My father often plays tennis at a near my house xtv Test 3: Complete the sentences with words in the box Winter spring Summer cool Cold two dry There are four (l) In the (2) seasons in a year They are spring, surlmer, fall and (3)_, the weather is usually fine and wafln it is often hot In the fal[, it is often (5) In the (4) How many seasons are there in your country? In my country, there are only (7) seasons: the rainy In the winter, the weather is very (6) season and the (8) Test 4: Complete the text with the words in the box Birth childhood daughters death degree husband Joumalism married prizes university War The year of Greta's (1) World (2) was 1938, a short time before the Second began She was German and she spent her (3) in Heidelberg before she and her family moved to Switzerland She went to (4) in in 1959 In 1965 she started her Zrrtch and got her history (5) career in (6) Three years later she got (7) then had two (9) In the three years before her she and her (8) tragic (10) and in a train accident, Greta won four important (l l) for her writing XV APPEIIDIX GAMES EXPLOITED F'OR TEACHING VOCABT]LARY Note: Two game will be conducted by the English teacher Game 1: Word matching game a place the a tennis waiter cleans tables court you can pick fruit a place a swimming pool a house for entertaining travelers a restaurant a place for playing the game of tennis a place collection of books kept for use a place activities organized for students a hotel a farm a camp a place you can buy many kinds of food a theatre a a place everybody comes to see plays library a superrnarket a place you come to swim *How to proceed xvt - Teacher preparation: side table, side table is divided into column A and column In column A, there are 9words, and there are definitions in colurm B - Conduct: Teachers divided the class into two groups often students, respectively referred to each member of the two groups to organize, groups completed quickly, correctly will win (the fust members completely finished running slapped onto the next new implementation) Game 2: Network game - Teacher's preparation: Writing the network from the board - Conduct: Teachers divide class into two groups, each group chose one representative for each record in turn requires them to write on the board Each student was recorded only words They are new to turn this on others, provided on time, groups which completed quickly and have a lot of words will win Table tennis long jump high jump basketball athletics Sports volleyball "y\ badminton swuruInng cycling IBUONGOAilAc;;;;; TH.ry xvI vrEru ... questionnaire are employed to investigate the effectof vocabulary games onthe students at Tri Ton Secondary School 18 3.4 Participants The participants of the study are 60 the students at Tri Ton Secondary. .. to investigate the effect of games on learning vocabulary of students at Tri Ton Secondary School This research is conducted to consider whether the students like vocabulary game on learning... entitled "The Effect of Using Games on Vocabulary Learning of Students at Tri Ton Secondary School" 1.2 Aims and significance ol 'the research 1.2.1 Aims of the research The main purpose of the study