The aim of this paper is to introduce important aspects of vocabulary teaching through an analysis of the example “Who Wants to Be a Millionaire?”, as well as to evaluate this example from a teacher’s perspective.
The main part will focus on a practical example of the FU English, called “Who Wants to Be a Millionaire”, with the main goal of revision and retrieval of vocabulary. First, the main aim is to analyse the game with respect to theoretical aspects and the guidelines of the educational standards and the curriculum. Second, this part will also discuss the positive and negative aspects of this example from the viewpoint of a teacher, as well as provide ideas for improvement.
At a glance
- Grade: 1.7 (1.0 is the best grade)
- Analyzes Thaler’s classroom adaptation of “Who Wants to Be a Millionaire?”
- Proposes a paired contestant-and-host version of the game
Contents
1. Introduction
2. Analysis of a Practical Example: “Who Wants to Be a Millionaire?”
3. Evaluation and Alternatives
4. Conclusion
Aims and Topics
This theoretical term paper examines vocabulary teaching through an analysis of a classroom adaptation of “Who Wants to Be a Millionaire?” It asks how the game relates to vocabulary-learning theory, educational standards and curriculum guidance, and how it can be evaluated and improved from a teacher’s perspective.
- Vocabulary revision and retrieval
- Receptive and productive lexical knowledge
- The mental lexicon and word associations
- Question design and vocabulary selection
- Motivation, participation and classroom communication
- Alternative ways of organizing the game
Excerpt from the Book
2. Analysis of a Practical Example: “Who Wants to Be a Millionaire?”
The practical example “Who Wants to Be a Millionaire?” is based on the famous and amusing TV-game-show and adapted to English classes. In the class version one or several candidate(s) have to answer multiple choice questions about various topics related to the anglophone world (e.g. culture, geography, literature, film, vocabulary, grammar,…) and the host provides the class with additional background information about this topic (Thaler 2002: 39/40). Hence, the game could help to increase the students’ reading and listening skills, as well as it is a thrilling method of expanding and consolidating the learners’ knowledge about English-speaking countries and the English language. Moreover, the questions increase in difficulty and value from one hundred dollars to one million dollars and the learners are allowed to consult three different lifelines- fifty-fifty, ask the audience and ask a class member- which can be an important backing for weaker students. In the end the student contestants receive small rewards (e.g. coins) (Thaler 2002: 39). While the candidates in the TV-show are chosen through the fastest-finger competition, this method can be replace through the fastest-tongue-competition or left out completely (Thaler 2002: 39). In addition, the number of candidates can be increased, either as a team or separate contestants with different questions, and a student can be chosen as host (Thaler 2002: 39/40) to activate and motivate more class members at the same time.
Since one alternative can be to ask questions about the English vocabulary, this example can be used as part of teaching vocabulary. However, it does not focus on the process of learning new vocabulary, but on the checking, the revision and the retrieval of words. In fact, teaching vocabulary should take place in three steps: First, comprehensible input from the teacher or classmates is needed which is slightly above the student’s level (Müller-Hartmann/Schocker-v. Ditfurth 2009: 99/100). During the introduction of new words it is important to provide a meaningful context, as well as to take the different learners’ needs into account through a multi-sensory mediation and under consideration of various possible organisations of the mental lexicon. Furthermore, direct approaches, which focus exclusively on the learning of vocabulary, or indirect approaches, where the students learn vocabulary by doing other activities, can be used to learn a maximum of seven to ten words per day (Müller-Hartmann/Schocker-v. Ditfurth 2009: 103). Second, the students need to practice and in the third step they have to revise the vocabulary (Müller-Hartmann/Schocker-v. Ditfurth 2009: 99/100). This game focuses mainly on the third phase since words of the last book units and other known words should be used. Hence, this exercise can be used to check vocabulary in a motivating and funny way with a relaxed atmosphere which allows learners to make mistakes. Moreover, the goal of the example is to consolidate the learner’s vocabulary through the repetition of words, as well as to improve the retrieval skills of students.
Chapter Summaries
1. Introduction: The author introduces the aims of the paper and explains the importance of vocabulary teaching for lexical and communicative competence.
2. Analysis of a Practical Example: “Who Wants to Be a Millionaire?”: The classroom game is examined in relation to vocabulary revision, receptive knowledge, the mental lexicon and the selection of questions. The chapter also considers learner participation and constructivist teaching.
3. Evaluation and Alternatives: The author evaluates the game’s potential for motivation and participation alongside its limitations for assessing vocabulary and developing communication. Alternative arrangements include adapting questions and playing in pairs.
4. Conclusion: The concluding chapter brings together the evaluation and discusses how the author would use the game in teaching.
Keywords
vocabulary teaching, English language teaching, lexical competence, vocabulary revision, word retrieval, mental lexicon, receptive knowledge, productive knowledge, classroom games, communicative competence, constructivism, learner motivation
Frequently Asked Questions
What is this paper about?
It examines vocabulary teaching through a classroom adaptation of “Who Wants to Be a Millionaire?”
What are its main areas of focus?
It focuses on vocabulary revision and retrieval, lexical knowledge, the mental lexicon, classroom motivation and learner participation.
What is the paper’s primary aim?
The aim is to introduce important aspects of vocabulary teaching and evaluate the game from a teacher’s perspective.
What method does the author use?
The author presents a theoretical analysis and evaluation of a practical teaching example, drawing on literature, educational standards and curriculum guidance.
What does the main part discuss?
It explains the game, relates it to vocabulary-learning principles and assesses its potential advantages, limitations and possible modifications.
Which keywords characterize the paper?
Key terms include vocabulary teaching, lexical competence, retrieval, the mental lexicon, classroom games and communicative competence.
How does the game relate to vocabulary learning?
The author places its principal emphasis on checking, revising and retrieving words that learners have already encountered.
What alternative game arrangement does the author consider?
The paper considers pair work in which learners take the roles of contestant and host and switch roles after an incorrect answer.
- Quote paper
- Stephanie Desoye (Author), 2012, Teaching Vocabulary, Munich, GRIN Verlag, https://www.grin.com/document/1000989
