Teaching vocabulary through language games to the 1st year non english major students at nghe an junior teachers training college

1 VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES TEACHINJ VOCABULRY THROUGH LANGUAGE GAMES TO THE ST YEAR NON – ENGLISH MAJOR STUDENTS AT NGHE AN JUNIOR TEACHERS TRAINING COLLEGE HA NOI - TABLE OF CONTENTS Page Declaration…………………………………………………………………… ………i Acknowledgements…………………………………………………………… …… ii Abstract……………………………………………………………………… ……….iii Table of contents…………………………………………………………………… iv Appendix……………………………………………………………………… …… vi List of tables and figures…………………………………………………………… vii Part A: Introduction……………………………………………………… 1.1 Rationale……………………………………………………………… ………1 1.2 The aims of the study………………………………………………………….2 1.3 Research questions…………………………………………………………….2 1.4 Scope of the study…………………………………………………… 1.5 Methods of study………………………………………………………… the 1.6 Design of the study…………………………………………………………….3 Part B: Development…………………………………………………………4 Chapter 1: theoretical background……………………………… I.1 Overview of teaching and learning vocabulary……………………………… I.1.1 The roles of vocabulary in language learning………………………………… I.1.2 Principles of the teaching vocabulary………………………………………… Criteria for selection of vocabulary……………………………………………………… What to teach and learn…………………………………………………… .5 How to teach and learn? .7 I.1.3 Techniques of vocabulary teaching currently used ………………………… I.2 Overview of language games ……………………………………………… 11 I.2.1 Definition of language games………………………………………………… 11 I.2.2 Types of game…………………………………………………………12 language I.2.3 Roles of language games in language teaching…………………………………12 Overview I.3 of language games in vocabulary teaching…………………… 13 I.3.1.Types of vocabulary games………………………………………………………13 Types of vocabulary games for presenting new words………………………………… 13 Types of vocabulary games for revising in teaching vocabulary…………………………………….14 I.3.2 Roles of vocabulary games vocabulary…………………………….14 1.3.3 Related studies……………………………………………………………… 15 1.3.4 Fitness of the study……………………………………………………………16 Chapter 2: Methodology………………………………………………….17 II.1 Background to the study………………………………………………………17 II.1.1 Hypothesis………………………………………………………… 17 II.1.2 Subjects of the study and the textbook……………………………………… 17 II.2 Data collection………………………………………………………………… 18 II.2.1 The data collection instrument…………………………………………………18 II.2.2 Methods and Procedures of data collection……………………………………19 Chapter 3: data analysis and discussion………………………… 20 III.1 Data analysis………………………………………………………………… 20 III.2 Discussion…………………………………………………………………… 30 III.2.1 Effectiveness………………………………………………………………… 30 III.2.2 Challenges…………………………………………………………………….3 Chapter 4: Suggestions on using vocabulary games to teach vocabulary effectively IV.1 When to use a vocabulary game……………………………………………….34 IV.2 How to organize a vocabulary games ……………………………………… 34 IV.3 How to conduct a vocabulary game in class………………………………….35 Part Conclusion………………………………………………………… 36 C: Summary…………………………………………………………………… …… 36 Limitations and recommendations for further study…………………………… 36 References………………………………………………………………… …37 10 Appendixes Appendix 1: Survey questionnaire for teachers Appendix 2: Survey questionnaire for students Appendix 3: Inteview for teachers Appendix 4: Inteview for teachers Appendix 5: Sample games List of tables and figures Table 1: Data collected from survey questionnaire for teachers Table 2: Data collected from survey questionnaire for students 11 Figure 1: Situation of using vocabulary games in teaching and learning vocabulary Figure 2: Attitudes towards vocabulary games in teaching and learning vocabulary Figure 3: Purposes of using vocabulary games Figure 4: Kinds of vocabulary games used in teaching and learning vocabulary Figure 5: Benefits and Difficulties when using vocabulary games in class Figure 6: Students‟ participation in vocabulary games Figure Students‟ feeling after playing vocabulary games Figure 8: Students‟ evaluation of effectiveness of vocabulary games towards their vocabulary learning Figure 9: Students‟ expectations towards a useful vocabulary game Figure 10: Actual use of vocabulary games in class Part A: Introduction 1.1 Rationale Nowadays, English has become popular all over the world, and in Viet nam, English also plays a very important role in every field of life This makes English become the common language of communication Thus, the demands for using English as a means of communication make the English teaching and learning more and more necessary Different people study English for different purposes People learn it for communicating with foreigners, for using English as a means which enables them to understand more about English people and country, or for promoting their positions during their lives, etc However, the fact which I have recognized at my college is that non- English major students are not eager in studying English because of some reasons First of all, non- 12 English major teachers still apply traditional method into teaching English They always teach students the vocabulary, grammar structures of English before practicing it In English lessons, teachers often explain the rules of language by Vietnamese and then ask students to reproduce them Teachers often focus on the aspects of language such as grammar, phonetic and vocabulary so students can only learn what their teacher has, they become passively involved in lessons and bored with English lessons Moreover, many teachers not want to make changes in their teaching process since they will feel nervous and embarrassed when coping with difficulties to which they can not find answers immediately Besides, for non- English major students, English is not their compulsory subject at college so they learn it just for passing exams which they sit for at the end of each semester rather than trying to use English for communication Many of students are lack of effort and desire in learning English; they find English more difficult and less interesting than other subjects Classes of non- major students are often crowded with various levels of knowledge so it is rather hard for teacher to apply new methods of teaching for improving students‟ knowledge of English and get these learners involved in learning English Among many activities in classroom such as pair work, group work, role- play, singing songs, games, etc…games have been shown to be a means which has lots of advantages in motivating students in learning the target language by many researchers and educationists Richard (1988) states that “Games can lower anxiety, thus making the acquisition of input more likely” (p.147) “They are highly motivating and entertaining, and they can give shy students more opportunities to express their opinions and feelings” (Hansen, 1994, p.118) In addition, vocabulary also plays an important role during teaching and learning a foreign language It is difficult for students to enhance other skills such as listening, speaking, reading and writing, if they are lack of vocabulary knowledge Nation and Warring (2004) points out that “Vocabulary knowledge is always a prerequisite to the performance of language skills” (p.1) The above reasons lead the researcher to the study “Teaching vocabulary through games to 1st year- non English majors students at Nghe An Junior Teachers Training College” 1.2 Aims of the study For the reasons mentioned above, the study aimed: 13 Investigating non- English major teachers and students‟ feeling and attitude towards using language games in teaching and learning English Vocabulary - Finding out effectiveness and challenges of using games in teaching and learning English Vocabulary to 1st year- non English major students at Nghe An Junior Teachers Training College” - Providing non- English major teachers with in- depth understanding about games and the ways of conducting games in classroom to make decisions when and how they should organize games to keep their learners interested in learning English vocabulary 1.3 Research questions To achieve the above- mentioned aims, the following research questions were proposed: What are teachers and students‟ perspectives towards using language games in teaching and learning English Vocabulary? What are teachers‟ current ways of using vocabulary games in the lessons? 1.4 Scope of the study The study focuses specifically on using language games in teaching vocabulary to 1st year- non English majors students at Nghe An Junior Teachers Training College Therefore, the study limits itself to teaching and learning vocabulary only The subjects of the study are 80 non- English majors from three classes: K31 Chemistry - Biology, K7A Information- Technology and K16B of The Children Teachers Training Department who are studying “New- Headway – Elementary” and non- English major teachers at Nghe An Junior Teachers Training College 1.5 Methods of the study In the process of carrying out this study, the survey questionnaire is used to collect data for the study Two written questionnaires are administered to the subjects One is for teachers and the other is for students The questions focus on these following points: Teachers and students‟ perspectives towards using language games in teaching and learning vocabulary; teachers‟ the current ways of using games in teaching vocabulary Besides, the observations and interviews are also applied in order to clarify and test the validity of information about using games in teaching vocabulary 1.6 Design of the study The study id divided into three main parts: 48 REFERENCES Wright, A., Betterodge, D., & Bucky, M (1996) Games for Language Learning Cambridge: Cambridge University Press Bermheden, C (2002) Words don’t come easy English Teaching Professional 25:8-9 Retrieved from http://www.Eduforum.pl/modules php Carrier, M and the others (1985) Take Games and Activities for the Language Learning Thomas Nelson and Sons, UK Case, D (1990) English Puzzles- 50 Puzzles and Games for Practicing Your English Volumes: 1, 2, & M & A Thomson Ltd, East Kilbride, Scotland Granger, Collin & John Plumb (1980- 1982) Play games with English Book 1, Book Thomson Litho Ltd, East Kilbridge, Scotland Davis, K & Hollowell, J (1989) Inventing & playing games in the English classroom Oxford University Press Dublin, F & Olshtain, E (1986) Course Design Cambridge University Press ELTTP- English Language Teacher Training Project (1998) Methodology Course Book 1, Book Ersoz, A (2000, June) Six games for EFL/ESL classroom The Internet TESL Journal, 6(6) Retrieved from http://iteslj.org/Lessons/Ersoz- Games.html 10 Frost, R (2001) Presenting vocabulary http://www.teachingenglish.org.uk/think/vocabulary/presenting vocabulary.html 11 Granger (1981) Play games with English Heinemann International, Great Britain 12 Gairns, R & Redman, S (1986) Working with Words Cambridge: Cambridge University Press 13 Hansen, M (1994) Teaching English vocabulary using games Retrieved from www//scribd.com/…/teachingenglish/Vocabulary-Using Games 14 Haycraft, J (1978) An Introduction to English Language Teaching Longman Singapore Publishers Pte Ltd 15 Hubbard, P., Jones, H., Thornton, B., and Wheeler, R (1983) A training course for TEFL Oxford: Oxford University Press 16 Karmel, Joanna, Anderson, Doris & Duncan, Gaye (1984) 96 games for Beginners in ESL Commonwealth of Australia, Australia 49 17 Larsen- Freeman, Dianne (1986) Techniques and Principles in Language Teaching New York: Oxford University Press 18 Lee, W.R (1979) Language Teaching Games and Contest Oxford: Oxford University Press 19 Lewis, G (1997) Implementing the Lexical Approach: putting theory into practice Hove: Language Teaching Publications 20 Lewis, G and Bedson, G (1999) Games for children Oxford University Press 21 Moras, S (2001) Teaching vocabulary to Advanced Students: A Lexical Approach Retrieved from http://www3.telus.net/linguisticissues/teaching vocabulary html 22 Nagy William (1989) On the role of context in first- and second- language vocabulary learning Cambridge: Cambirdge University Press 23 Nation, I.S, P (1990) Teaching and Learning vocabulary Boston, Mass: Heinle and Heinle publishers 24 Nation, P & Waring, R (2004) Vocabulary size, text coverage and word list In Schmitt, N and M McCarthy (Eds.): Vocabulary: Description, Acquisition and Pedagogy (pp 6-19) Cambridge: Cambridge University Press 25 Nguyen Thi Thanh Huyen & Khuat Thi Thu Nga (2003, December) Learning vocabulary through games Asian EFL Journal, 5(4) Retrieved February 13, 2006, from http://www.asian-efl-journal.com/dec_03_sub.Vn.php 26 Pyles, T & Algeo, J (1970) An Introduction to Language New York: Harcourt, Brace & World 27 Richart- Amato, P.A (1988) Making it happen: Interaction in the second language classroom: From theory to practice New York: Longman 28 Rixon, S (1981) How to use games in language teaching London: Macmillan Publishers Ltd 29 Uberman, A (1998, January- March) The use of games for vocabulary presentation and revision Forum, 36(1), 20- 27 Retrieved February 12, 2006 30 Willkins, D A (1972) Linguistic in Language Teaching London Edward Arnold 31 Williams, D and Herb, C (1990) Words Games with English Volumes: 1,2,3 and Plus Thomson Litho Ltd, East Kilbridge, Scotland 50 Appendix 1: A Questionnaire for the teachers The purpose of this questionnaire is to find out the practice of using games to teach English Vocabulary for 1st year non- English students at Nghe An Junior teachers Training College Your responses are very important to the success of the survey The data will be used only for the purpose of research, not for any other purposes Your cooperation will be highly appreciated Please feel free to write down some information about yourselves Name (optional): Male/ Female: ………………… Years of teaching:…………… Questions: Please put one tick (v) next to your choice in answering the following questions For some questions, you can choose more than one possibility Have you ever used language games in your vocabulary teaching process? A Yes B No Ìf you choose answer Yes, please answer questions from number to number 20 If you choose answer No, please answer questions from number 21 to 24 If Yes: What kinds of vocabulary games you use in presenting new words? a word matching d.word filling b guessing words e word-race c arranging words f categorizing words What kinds of vocabulary games you use in consolidating and revising vocabulary? a word- matching d categorizing words b crosswords e dominoes c finding words f puzzles Your attitude toward vocab Games in your teaching vocabulary How you like playing vocab games during your teaching? 1………………… 2………………… 3……………… 4……………….5 Very much quite much much not very much not at all How you think vocab.games are useful to your students‟learning – 1………………2……………….3……………… 4…………………5 Very useful quite useful useful not very useful useless How you think vocab.games are important& necessary to your students‟learning? 1………………2……………….3…………………4……………….5 Very quite important not very unimportant Important important important What are your purposes of using games in your vocabulary games process? a To help students relax b To help students learn vocabulary more easily c To help students retain vocabulary longer 51 d To help students both relax and learn vocabulary easily e All above answers Your ideas about benefits and difficulties when using vocab.games in class According to you, the benefits of vocab.games are: a Motivating students b Reducing the memory load c Encouraging competitions d Physical improvement e Improving fluency f Other ideas: (Please specify): ………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… If the use of vocab games is ineffective, what are your reasons? ……………………………………………………………………… ………………………………………………………………………… …………………………………………………………………………… 10 What difficulties you meet when using games in your English lessons? a Large classes b Too much noise c Students limited knowledge of target language d Don‟t know how to choose the appropriate games e Other ideas: (Please specify): …………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… Your fact of using games in class : Frequency: 11 How often you use vocabulary games in your vocabulary teaching? 1…………………2…………………3……………… 4……………….5 Never sometimes often usually always Time for using games: 12 How much time you often spend playing a vocab game? a Ten minutes b Fifteeen minutes c Twenty minutes d 25 minutes Stages at which vocab games are used: 13 When you use vocab games in teaching? a At the beginning of the period b In the middle of the period c At the end of the period d Spend a whole period on playing games Types of games: 14 What kinds of vocabulary games you often play in class? a Crosswords b Word Search c The Vocabulary Quizd Match Game e Catergorize the words f Bingo games f Other games: (Please specify)………………………………………………………… ……………………………………………………………………………………………… Organizing games: 52 15 How you often organize vocab games? a Pair work b Small group (4-6 students) c Big group (10-15 students) d Whole class 16 What you often before introducing games to your students? a Prepare games carefully b Ask students to prepare beforehand c Do nothing d Others (please specify) ……………………………………………………………………………………………… ……………………………………………………………………………………………… …………………………………… 17 Before starting playing games, what you often do? a Explaning rules of games and give a model b Divide class into small groups and play a game c Say nothing and play a game d Both a & b 18 What you often during playing games? a Go around the class to help shy and less advanced students to take part actively b Go around the class to give suggestions to students who don‟t know what to say c Stand or sit on a certain place and see d Play with students e Other ideas (Please specify) ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……… 19 When playing games, what you often use? a Blackboard and chalk b Pictures and cards c Flashcards d Lap top, projector and video tapes … e All above answers 20 When finishing a game, what you often do? a Summarize and give remarks b Give a gift to the group which get highest mark c Say nothing and move to other activity d Both a and b Your suggestions on how to better employ games in teaching vocabulary 21.To better employ games in teaching vocabulary, what you think the teacher should do? a Choose suitable language games with students‟ proficiency level b Give clear and easy-to- understand instructions c Use a variety of vocabulary game activities in different classes d Employ a variety of techniques such as tranlation, picture matching… e All above answers If no: 53 22 The reasons why you have not used vocabulary games are: a Games are waste of time b Games are noisy and therefore disruptive c The class is too large d There is not any book available in your teaching situation about using games in teaching vocabulary e Other ideas: (Please specify) 23 What you think about using vocabulary games in teaching vocabulary? a Useful and necessary b Maybe useful and necessary c Useless and unnecessary d No idea 24 If there is a collection of vocabulary games and their guides for your class, will you try using it? a Yes b Not sure c No Thank you very much for your assistance! Appendix 2: A questionnaire for students: 54 Bảng câu hỏi nhằm phục vụ cho đề tài nghiên cứu việc dạy từ vựng thông qua trị chơi ngơn ngữ cho sinh viên khối không chuyên năm thứ trường CĐSP Nghệ An Các thông tin câu trả lời em vô quan trọng với nghiên cứu Các liệu phục vụ cho mục đích nghiên cứu khơng mục đích khác Cảm ơn giúp đỡ em! Mời em đánh dấu (v) vào câu trả lời mà em lựa chọn viết câu trả lời vào phần để trống: Họ tên: …………………………………… Tuổi:………………………………………… Lớp: ………………………………………… Em học Tiếng Anh: ……… năm Em có thích học Tiếng Anh khơng? …………… Em có biết trị chơi từ vựng khơng? a Có b Khơng Em chơi trị chơi từ vựng chưa? a Đã b Chưa Nếu em chơi trò chơi từ vựng, em tiếp tục với câu hỏi từ đến 21 Nếu em chưa chơi trò chơi từ vựng nào, em tiếp tục với câu hỏi từ 22 đến 24 * Nếu chơi: Em thường chơi đâu? a Ở nhà b Ở lớp c Ở trung tâm ngoại ngữ Em kể tên trị chơi từ vựng mà em biết khơng? …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… Thaí độ em trò chơi từ vựng: 55 Nếu đánh giá mức độ thích thú em tham gia chơi trò chơi từ vựng, mức độ đánh giá em là: – 1………………2……………….3……………… 4…………………5 Rất thích thích bình thường khơng thích khơng thích tí Đối với em, trị chơi từ vựng có tác dụng việc mở rộng vốn từ vựng Tiếng Anh em? – 1………………2……………….3……………… 4…………………5 Rất hữu ích hữu ích hữu ích khơng hữu ích vơ ích Theo em, trị chơi từ vựng có cần thiết quan trọng việc học Tiếng Anh không? – 1……………… … 2……………….3……………… Rất cần thiết cần thiết quan trọng & quan trọng bình thường khơng cần thiết & khơng quan trọng Trò chơi từ vựng em mong muốn chơi? a Trị chơi chữ d Tìm từ b Sắp xếp từ e Nối từ c Đoán từ f Ghép từ Sự tham gia em vào trò chơi từ vựng: Khi giáo viên tổ chức chơi trò chơi từ vựng, em thường: a Chủ động tham gia tích cực b Chỉ tham gia cô giáo định c Tuỳ thuộc vào ý thức chủ quan thân d Không hứng thú không tham gia chơi Ý kiến em thời gian hình thức tổ chức trị chơi giáo viên 10 Giáo viên tổ chức trò chơi từ vựng vào nào? a Vào đầu tiết học b Vào tiết học c Vào cuối tiết học 11 Giáo viên thường dành thời gian cho trò chơi từ vựng: a 1- 5‟ b 6- 10‟ c 10- 15‟ d Trên 15‟ 12.Khi chơi trò chơi từ vựng, giáo viên thường tổ chức chơi theo loại hình nhất: a lớp c nhóm lớn (8-10 người) 56 b nhóm nhỏ (4- người) d theo cặp ( người) 13 Khi chơi trò chơi từ vựng, giáo có sử dụng đồ dùng (tranh ảnh, bảng số, phiếu ghi số, phiếu ghi từ…) thường xuyên không? a thường xuyên b c d khơng 14 Khi trị chơi bắt đầu, giáo viên em thường làm gì? a Giải thích luật chơi làm mẫu cho học sinh xem b Chia lớp thành nhóm nhỏ chơi trị chơi c Khơng nói luật chơi chơi trò chơi d Cả a b 15 Trong chơi trò chơi, giáo viên em thường: a Đi quanh lớp khuyến khích học sinh yếu tham gia trò chơi b Đi quanh lớp gợi ý cho bạn câu trả lời c Đi quanh lớp quan sát mà không nói d Chỉ đứng ngồi chỗ quan sát 16 Khi kết thúc trò chơi, giáo viên thường: a Tổng kết trò chơi, đưa nhận xét cho điểm cho đội chơi b Tặng quà cho đội có sổ điểm cao c Khơng nói chuyển sang hoạt động khác d a & b Cảm nghĩ em sau chơi trò chơi: 17 Sau chơi trò chơi từ vựng, em cảm thấy nào? a thoải mái b bình thường c khó chịu Ý kiến em lợi ích trò chơi từ vựng việc học từ vựng em: 18 Theo em trò chơi từ vựng mang lại cho em hiệu gì? a Làm cho viêc học từ vựng đơn giản hơn, dễ dàng b Giúp em nhớ từ vựng lâu hơn, xác c Giúp em có vốn từ vựng đa dạng hơn, phong phú Sự mong muốn em trị chơi từ vựng hữu ích: 19 Em thích giáo viên chơi trị chơi vào nào: a Vào đầu tiết học b Vào tiết học 57 c Vào cuối tiết học 20.Với trò chơi từ vựng, em thích chơi bao lâu: a 1- 5‟ b 6- 10‟ c 10- 15‟ d Trên 15‟ 21 Khi chơi trị chơi từ vựng, em thích chơi theo loại hình nhất: a lớp c nhóm lớn (8-10 người) b nhóm nhỏ (4- người) d theo cặp ( người) 22 Để phát huy tính hiệu trị chơi từ vựng, theo em giáo viên cần: a Giáo viên nên sử dụng trò chơi phù hợp với trình độ học sinh b Giáo viên nên giải thích luật chơi cách rõ ràng dễ hiểu c Giáo viên nên sử dụng trò chơi đa dạng khác d Giáo viên nên làm mẫu cho học sinh xem e Lựa chọn khác (Ghi rõ) …………………………………………………………………………… …………………………………………………………………………… * Nếu chưa chơi: 23 Tại em khơng chơi trị chơi từ vựng? a Ở lớp khơng có trị chơi từ vựng b Cơ giáo có tổ chức em khơng tham gia khó c Em khơng thích trị chơi nhàm chán d Các ý kiến khác (Em ghi rõ) …………………………………………………………………………………………… …………………………………………………………… 24 Em nghĩ việc sử dụng trò chơi từ vựng việc học từ vựng em? a Rất có ích cho việc học từ vựng b Chỉ để giải trí c Tốn thời gian d Không quan tâm 25 Nếu cô giáo sử dụng trò chơi từ vựng để dạy từ vựng, em có tham gia khơng? a có b Khơng c Khơng biết Cảm ơn giúp đỡ em! Appendix 3: Inteview for teachers 58 Questions and answers: Do you often use vocabulary games in your vocabulary teaching? T1 Yes, always T2: Yes, often T3: Yes, usually T4: Always T5: usually Why you think vocabulary games are useful and important to your students‟ developing the knowledge of English vocabulary? T1: Vocabulary games can motive students to speak? T2: Because it develop students‟ speaking skill T3: It motives students to speak and develop students‟ fluency T4: speak more and increase students‟ fluency T5: not only develop students‟ speaking skill but also reduce the memory load Do you use vocabulary games as techniques to introduce new lessons, as warm –up activities in presenting new words, in the middle or at the end of the period in consolidating or revising vocabulary T1: As warm- up activities T2: In the middle T3: At the end T4: At the beginning T5: At the end Tell me the difficultiesthat you meet while running vocabulary games? T1: large classes T2: Limit of target language T3: Too much noise T4: Do not know how to choose approriate games Appendix 4: Inteview for students T5: Large classes 59 Questions and answers: Tại em nghĩ trị chơi từ vựng có ích quan trọng việc học từ em? S1: Nó tạo bầu khơng khí thoải mái giúp em học từ vựng hiệu S2: Em thoải mái tham gia trị chơi, giúp em nhớ nhiều từ S3: Trò chơi giúp em nhớ từ vựng lâu S4: Trò chơi giúp em nhớ từ vựng lâu hơn, xác S5:Trị chơi giúp em có vốn từ vựng phong phú hơn, đa dạng S6: Khi tham gia trò chơi từ vựng em thoải mái học từ tốt S7: Em vui tham gia chơi, em cảm thấy tự tin nhớ từ vựng tốt S8: Trị chơi từ vựng giúp em nhớ nhiều từ vựng nhớ xác S9: Em thích trị chơi từ vựng làm cho em tỉnh táo hơn, em không cảm thấy buồn chán học tiếng anh S10: Vốn từ vựng em tăng lên nhiều em nói nhiều S11: Em thích, làm cho em thoải mái học từ hiệu S12: Chúng em thi nói vốn từ em mở rộng nhiều S13: Khi chơi trị chơi, em cảm thấy khơng sợ hãi, nhờ em học nhiều từ từ bạn bè S14: Bình thường em e thẹn, chơi em cảm thấy tự tin nhớ từ vựng lâu S15: Em thích vừa học vừa chơi, không căng thẳng hiệu Em thích chơi trị chơi vào nào? S1: Vào đầu tiết học S2: Vào cuối tiết học S3: Vào tiết học S4: Vào đầu tiết học S5: Vào cuối tiết học S6: Vào đầu tiết học S7: Vào cuối tiết học S8: Vào tiết học S9: Vào đầu tiết học S10: Vào cuối tiết học S11: Vào tiết học S12: Vào đầu tiết học S13: Vào cuối tiết học S14: Vào tiết học S 15: Vào cuối tiết học Appendix 5: Samples games used for teaching vocabulary Samples games for presenting vocabulary 60 The games for presenting vocabulary should be at the beginning of the lessons as warm-up activities They should last about ten minutes Unit 1: Hello everybody! Type of game: Matching games Material: handouts Classroom management: pair works Time: 10 minutes Procedure: The teacher asked students to work in pairs One is student A and the other is student B Students A are given cards which contain halves of the words with some of missing letters and the explanation for the words Students B are given the other halves of the words with some other letter missing Then the pairs work together to combine and make complete words Depending on the explanation, they guess the Vietnamese meaning of the words The teacher gives them the complete words and their Vietnamese equivalent Pair works who have the most correct answers are the winners of the game Student A: N W P P R (a set of large folded sheets of paper containing news, articles, pictures, advertisement…) E S A E Student B (a set of large folded sheets of paper containing news, articles, pictures, advertisement…) Unit 2: Meeting people Type of game: Separating the words Material: cards Classroom management: group work Time allowed: 15 minutes Procedure: The teacher divides class into or groups Each group is given cards containing two scrambled words They have to separate each line of letter into two words Basing on explanation given next to each word, they have to guess its meaning After that, the teacher 61 checks and gives them the correct answers and helps them with the pronunciation The group which has the most correct words is the winners and gets presents from the teacher pniaxcehepesve - costing a lot of money - lower in price than you expected Unit 3: The world of work Type of game: Guessing the words Material: pictures, projector, laptop… Classroom management: group work Time allowed: 15 minutes Procedure: The teacher divides the class into or groups The teacher shows the pictures of jobs on the screen and asks students to listen to the explanations in English carefully Basing on the explanations, the groups try to find out the words and their Vietnamese equivalent, and then write them down on the sheet of paper After that, the teacher gives them the correct answers and teaches them pronunciation The group which has the most correct words is the winner of the game a barman a shopkeeper a nurse an accountant a pilot an architect an interpreter a postman a journalist Unit 4: Take it easy! Type of game: Matching words Material: pictures and cards Classroom management: group work Time allowed: 10 minutes Procedure: The teacher divides the class into groups of four or five students The teachers give each group a set of pictures of leisure activities and cards containing the word of an activity Students work in groups and quickly match them The group which finishes first and has all the correct answers is the winner of the game The teacher then asks students to tick the things that they like doing Samples games for revising vocabulary: Unit 3: The world of work 62 Type of game: Guessing the words Material: cards Classroom management: group work Time allowed: 12 minutes Procedure: Firstly, the teacher prepares a number of word cards, each with a word on it Then the teacher divides the class into groups of four or five students The group takes turn to get a card from the teacher and make clear definition or explanation for the other group can guess The group which has a good explanation will get a point The group which has good and quickest guess also gets a point The group which has the highest point will be the winner of the game Unit 6: Can you speak English? Type of game: Dominoes Material: cards Classroom management: pair work Time allowed: 12 minutes Procedure: The teacher asks students to work in pairs Then the teacher delivered two kinds of cards: the English words and Vietnamese equivalents to the students Then the teacher asks them to match them as quick as possible The pair which has the quickest and the most correct equivalent is the winner of the game save sell b¸n brilliant stop doing something tiết kiệm sáng chói Ngừng làm Unit 7: Then and now Type of game: scrambled words Material: cards Classroom management: group work Time allowed: 15 minutes Procedure: The teacher divides the class into groups of five students and asks them to work in groups Then the teacher delivers cards containing scrambled words to each group Each group has to rearrange the words After that the teacher gives them feedback The group which has the most correct words is the winner of the game tetisern vusirev niclitpaio neodiutac (interest, survive, politician, education, terrorist) tesorirer ... challenges of using games in teaching and learning English Vocabulary to 1st year- non English major students at Nghe An Junior Teachers Training College? ?? - Providing non- English major teachers with... 1st year- non English majors students at Nghe An Junior Teachers Training College Therefore, the study limits itself to teaching and learning vocabulary only The subjects of the study are 80 non- ... background data which was useful for investigating the effectiveness of vocabulary games to learning and teaching vocabulary to st year non- English major 30 students at Nghe An Junior Teachers Training