This diploma paper aims at examining the usefulness of games into classroom and their impact on students’ motivation and behaviour. The first chapter presents an overall description of vocabulary and to its function in EFL classroom. Additionally, it explains what aspects learners should know in order to possess complete knowledge of an item. The treatment of the process of remembering and presenting vocabulary items is also presented.
The second chapter gives an overview of teenagers, their developmental changes and the influence they have on a teaching and learning process. Moreover, this part of the diploma paper discusses difficulties when teaching teenagers and the strong impact that technology has on students.
The third chapter discusses the educational value of games in a foreign language teaching. It also presents game’s definition and the criteria of selecting games. Additionally, the chapter discusses the drawbacks of using games in EFL classroom.
The last chapter is the practical part of this project and it describes the action research carried out in a junior high school in Września. This chapter presents lesson plans and description of the proceedings of the lessons. The study intended to find out whether games are a useful tool for vocabulary revision and how they influence students motivation and behaviour.
Table of Contents
INTRODUCTION
CHAPTER 1: TEACHING VOCABULARY
1.1. THE IMPORTANCE OF TEACHING VOCABULARY
1.2. WHAT KNOWING A WORD INCLUDES?
1.2.1. Form, pronunciation and spelling
1.2.2. Grammar
1.2.3. Collocation
1.2.4. Aspects of meaning
1.2.5. Meaning relationship
1.2.6. Word formation
1.3. HOW WORDS ARE REMEMBERED?
1.3.1. Short-term store
1.3.2. Working memory
1.3.3. Long-term memory
1.4. REMEMBERING VOCABULARY
1.4.1. Word lists
1.4.2. Labelling and topic webs
1.5. PRESENTING VOCABULARY
1.5.1. Pointing
1.5.2. Pictures
1.5.3. Gesture and mime
1.5.4. Explanation
1.5.5. Definition
1.5.6. Translation
CHAPTER 2: TEACHING TEENAGERS
2.1. THE OVERVIEW OF TEENAGERS
2.2. THE DEVELOPMENTAL CHANGES
2.3. TEACHING TEENAGERS
2.4. TEENAGERS AND TECHNOLOGY
2.5. THE DIFFICULTIES OF WORKING WITH TEENAGERS
CHAPTER 3: USING GAMES FOR LANGUAGE TEACHING
3.1. THE ROLE AND FUNCTION OF LANGUAGE GAMES IN EFL CLASSROOM
3.2. WHAT DISTINGUISHES A GAME FROM OTHER ACTIVITIES IN AN EFL CLASSROOM?
3.3. CLASSIFICATION OF GAMES
3.3.1. Code-control and communicative games
3.3.2. The games of chance and strategic games
3.3.3. Non-stimulation and stimulation games
3.3.4. Structuralised and non-structuralised games
3.4. DISADVANTAGES OF USING GAMES
CHAPTER 4: USING GAMES IN THE LANGUAGE CLASSROOM
4.1. THE AIM OF THE STUDY
4.2. LESSON PLANS
4.3. SUMMARY
CONCLUSION
Objectives and Themes
This paper examines the pedagogical effectiveness of incorporating language games into EFL (English as a Foreign Language) lessons for teenagers in junior high school, specifically focusing on how these activities impact student motivation, engagement, and classroom behavior.
- The significance and methods of teaching vocabulary in the classroom.
- The developmental and psychological characteristics of teenagers that affect learning.
- Theoretical classifications and functions of language games in the EFL context.
- Practical action research analyzing lesson plans that utilize games.
- The impact of game-based learning on student performance and motivation.
Excerpt from the Book
1.2.4. Aspects of meaning
Ur (1996: 60) states that a speaker of a language should be familiar with three aspects of meaning: denotation, connotation and appropriateness. To begin with, every word in a language has its reference in the real world, a definition given in a dictionary. Such a meaning of a word is called denotation. To illustrate, dog denotes a kind of animal and simultaneously domestic carnivorous mammal; and both dank and moist mean slightly wet Ur (1996: 60). Secondly, another aspect of meaning is called connotation and refers to the positive or negative associations that people have with words. For example, the word dog for British people is associated with friendship and loyalty, while its equivalent in Arabic is associated with dirt and inferiority; synonyms thin and skinny both mean the same, but skinny is offensive. Additionally, according to Ur, the ability to distinguish whether a particular item is appropriate to use in a certain context is very important. The learner should know whether a certain word is commonly or rarely used, whether it is formal or informal or whether it tends to be used in writing or rather in speech or is it treated as a taboo in polite conversations (Ur 1996: 60).
Summary of Chapters
CHAPTER 1: TEACHING VOCABULARY: This chapter provides an overview of vocabulary teaching, exploring how words are defined, remembered, and effectively presented in an EFL environment.
CHAPTER 2: TEACHING TEENAGERS: This chapter analyzes the developmental and biological changes in teenagers and discusses the resulting challenges and management strategies for teachers in a classroom setting.
CHAPTER 3: USING GAMES FOR LANGUAGE TEACHING: This chapter explores the educational value, classifications, and potential advantages and drawbacks of implementing games within the foreign language curriculum.
CHAPTER 4: USING GAMES IN THE LANGUAGE CLASSROOM: This chapter details the practical action research conducted in a junior high school, presenting specific lesson plans and evaluating the outcomes of game-based activities on students.
Keywords
Vocabulary teaching, EFL, teenagers, language games, communicative approach, student motivation, adolescent development, brain research, classroom management, action research, pedagogical value, vocabulary acquisition, group work, lesson planning, communicative competence.
Frequently Asked Questions
What is the core focus of this research project?
The project investigates the usefulness of incorporating language games into EFL classrooms for teenagers, specifically assessing how these games influence student motivation and classroom behavior.
What are the primary thematic areas covered in the work?
The work covers theoretical perspectives on vocabulary teaching, the psychological development of teenagers, the benefits and classifications of language games, and practical lesson implementation.
What is the central research question?
The research aims to determine whether language games serve as an effective tool for vocabulary revision and how they interact with students' motivation and standard classroom conduct.
Which scientific methodology is utilized?
The paper follows a theoretical literature review combined with practical action research carried out across various grades at a junior high school in Września.
What topics are discussed in the main body?
The main body treats the definition and presentation of vocabulary, the specific behavioral and psychological traits of teenage learners, the role of technology, and the practical execution and evaluation of several lesson plans.
Which keywords best characterize the work?
The most relevant keywords include language games, EFL teaching, adolescent learners, vocabulary acquisition, student motivation, and classroom management.
How do developmental changes in teenagers affect their learning, according to the author?
The author discusses how biological maturity, such as the development of the frontal lobe, affects impulse control and logical thinking, which in turn necessitates specific teaching approaches to maximize potential.
What distinguishes a 'game' from other activities in an EFL context?
According to the cited literature, the presence of clear rules, a definite beginning and end, and an element of strategy are what differentiate a game from other open-ended communicative activities or simple play.
- Citation du texte
- Anika Grudziak (Auteur), 2021, Using games in teaching vocabulary to teenagers. Impact on students’ motivation and behaviour, Munich, GRIN Verlag, https://www.grin.com/document/1323213
