For example, younger students can work on drawing waks the plural of wak , an unknown animal , when they are learning the use of the plural. Older students can focus on words that describe processes think bed-ation or storm-ation and describe why those words are silly.
For example, have students rate how high on an intensity scale they see a word when introducing synonyms, and move to one or the other corner of the room to vote on the intensity with their feet. Students might rate irritated as a 1 on a 1 to 5 intensity scale, and enraged as a 5. When their ratings differ, they can engage in discussion and debate about these ratings, and if they want, move again.
Far from being wasted time, these exchanges can help motivate students to realize that playing with language can be enjoyable. They may even start to see connections between their social play with language for example, telling jokes at home and their classroom activities. How are you already helping students in the classroom play with language? Are there opportunities to deepen or expand this play, not only in English class but across academic subjects?
Bearing all this in mind, teachers have to remember to employ a variety of techniques for new vocabulary presentation and revision. We believe that one of the effective ways of vocabulary presentation isusing games. The purpose of games in the learning process is to reinforce what has already been taught. During the game, learners are engaged in an enjoyable and challenging activity with a clear goal.
Often, students are so involved in playing the games that they do not realize they are practicing language. So games can provide vocabulary practice. Vocabulary games facilitate initial practice and periodic revision of vocabulary in an enjoyable context, thus making classroom vocabulary study an amusing and satisfying experience for teacher and student at the same time.
Some games are played with the whole class, often with the students divided into two teams, while others can be played in pairs or small groups.
Many experienced textbook and methodology manuals writers have argued that games are not just timefilling activities but have a great educational value W. Lee holds that most language games make learners use the language instead of thinking about learning the correct forms [3].
He also says that games should be treated as central not peripheral to the foreign language teaching programme. There are many advantages of using games. They are highly motivating and entertaining, and they can give shy students more opportunity to express their opinions and feelings. Games also enable learners to acquire new experiences within a foreign language which are not always possible during a typical lesson [5].
Games encourage, entertain, teach, and promote fluency. If not for any of these reasons, they should be used just because they help students see beauty in a foreign language and not just problems that at times seem overwhelming. Teachers should be very careful about choosing games if they want to make them profitable for the learning process.
One of the factors influencing the choice of a game is its length and the time, necessary for its completion. Some teachers suggest that games be used at all stages of the lesson, provided that they are suitable and carefully chosen. After the teacher chooses what items to teach, Haycraft suggests following certain guidelines. These include teaching the vocabulary «in spoken form first» to prevent students from pronouncing the words in the form they are written, placing the new items in context, and revising them.
A number of techniques can be adopted to present new vocabulary items. Among visual techniques are flashcards, photographs and pictures, wall charts, blackboard drawings, word pictures, realia, mime, and gesture.
Students can label pictures or objects or perform an action. Verbal techniques consist of using illustrative situations, descriptions, synonyms and antonyms, scales, and using various forms of definition: definition by demonstration visual definition , definition by abstraction, contextual definitions, and definition by translation [7]. Anyone who cannot add to the list or makes a mistake in ordering the words must drop out of the game.
The last player remaining is the winner. This game may be exploited while working with words related to any topic. Student 1: It is used for painting windows and doors. Student 2: It is a paintbrush.
A decorator uses a paintbrush. The next student has to disagree and, using another way of making a suggestion, suggest a different activity, for example:. Students continue the game until they have used all their leisure activities. Another way to end this game and have a winner is to eliminate the student who repeats a leisure activity that was suggested before or uses the wrong verb form in the suggestion.
Student 2 Laura : Nice? The food is absolutely delicious there! The second student now picks a different card, reads out the question, and names another student to answer it, and the game continues.
It is best to play this game after the students have matched common, weak adjectives with their stronger synonyms. The games included in this article are by no means an exhaustive selection. We have only tried to present some nuggets from our teaching for others to try out in their classes. The games are intended to be integrated into the general language syllabus of any course book and can be an important and enjoyable way of practicing vocabulary for learners.
Teachers may also modify any game to suit different teaching environments. In EFL contexts, learning vocabulary has been considered a boring subject for a long time and the traditional way of learning vocabulary by mere copying and remembering has shown to be less than effective.
Meanwhile, games are also seen as a time-filling activity in most English classrooms. It is believed that games are just for fun and they have very little effect in teaching and learning. However, our research reveals that games contribute to vocabulary learning if they give students a chance to learn, practice and to review the English language in a pleasant atmosphere.
From the research, we found that students are demanding a new way of teaching vocabulary, and they themselves are in search of a new way of learning this subject as well. Under such circumstances, games have been shown to have advantages and effectiveness in learning vocabulary in various ways. First, games bring in relaxation and fun for students, thus help them.
In conclusion we would like to note that games are effective activities as a technique for vocabulary revision. Students also prefer games and puzzles to other activities. Games motivate and entertain students but also help them learn in a way which aids the retention and retrieval of the material. International school that we know the habit of speaking foreign languages even to do the task with a foreign language will have a positive impact on vocabulary skills.
The memory of the foreign language vocabulary goes in continuously and enriches the vocabulary memory every day. Perhaps because of the parent mindset that only sends school or to get a diploma only. Therefore it is certain that foreign language vocabulary that they have quite a bit.
Then as a language teacher at the children's level, teachers of young learners should spend plenty of time examination and understanding how to operate and think. But the ordinary learning method will be quite boring for children then from that learning will be difficult to accept.
Teaching young learners is very difficult than teaching teenagers or adults because young learners get distracted very fast. Children love to have fun and play, so teachers should choose suitable teaching methods that cater to children's nature.
Games are one of the methods that could be used in order to avoid boredom in the classroom. They have a special role in any foreign language teaching. Both students and teachers will benefit from including games during class time. Furthermore, teachers may achieve all the educational outcomes through applying the use of games especially when teaching vocabulary. Background of Study Harmer, Teaching vocabulary through the use of games has become crucially important for English language learners because they sustain enjoyment and interest in learning and encourage using the language in a fearless and creative manner.
Seeing the importance of the vocabulary as a foundation and also the key to learning a foreign language, this article will explain what the role of vocabulary in foreign language learning in more detail. Then look at the little-explained problem in the introduction, this article tries to find innovative ways of learning vocabulary method, one of them with games, and also what kind of games can be used in this learning method and the impact of this method.
The Importance of vocabulary Vocabulary is central to English language teaching because without sufficient vocabulary students cannot understand others or express their own ideas. This is because good choice of words leads to good use of grammar, which also explains the production of grammatically correct but still awkward utterances. The decontextualized way of teaching vocabulary does not help students learn how to choose words for their specific communicative purposes in different situations.
With the importance of learning vocabulary in mind, it is good to know that it is comparatively easy to learn words. It seems that the benefits of learning vocabulary come faster also because the individual words alone can make successful communications in some circumstances, which does not hold true for grammar.
How Vocabulary is Learned? Linguist, David Wilkins, states that "No grammar can be conveyed, without vocabulary nothing to say. Thornbury stated that young students develop a network building where they build complex ideas. They are aware that there are other words such as synonyms and antonyms and others during this process.
There are several approaches and methods that can be used to teach English vocabulary to young learners. Use real objects that children can imagine then is a good way to learn the language vocabulary. They need to listen to them using the word and repeat it too. Another method is the direct method where no translation and using the mother tongue is forbidden. Full sentence in target language So innovative learning is needed to support the success of learning vocabulary, one of them using the game.
Teaching Vocabulary Using Games Halliwell argued that due to the creative language skill of young learners bring into the classroom, teachers have to provide them with a communicative atmosphere where they could express themselves. Also, because the language used in any activity is unpredictable, teachers have to encourage them to actively construct language for themselves. That is why the games are important and useful. Not only they are fun, but also they create the desire to communicate and create predictability.
Using games when teaching vocabulary to young learners Require trained teachers who involve children in playing and mastered the linguistic part of the language. Rixon stated that understanding games will help teachers in finding and creating games that make their students learn while they play.
In this section, a definition of the game will be explained and the game will be explained and games young learners will be presented. Advantages and disadvantages of using games in teaching the vocabulary of the language will be put forth as well. Games are used to assist young learners during their language learning. They make classes entertaining and sustain effort and interest. This atmosphere help in forming comprehensible input including what they understood as they listen and read Krashen, and comprehensible output including writing and speaking Swain,
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