An investigation into some approaches to vocabulary teaching and learning and the application of games in teaching and learning vocabulary at pre – Intermediate level at Foreign Language center – haiphong university ) (Nghiªn cøu mét sè c¸ch d¹y- häc tõ vùng vµ thö nghiÖm ¸p dông c¸c trß ch¬i trong viÖc d¹y vµ häc tõ vùng ë ch­¬ng tr×nh B t¹i Trung t©m Ngo¹i ng÷ - §¹i häc H¶i Phßng )

Part one: Introduction Part two: Development Part three: Conclusion

Part one: Introduction Without grammar very little can be conveyed, without vocabulary nothing can be conveyed (Wilkins, 1972, p.111) 1. 1.Rationale 2. 2.Aims of the study 3. Scope of the study 4. Methods of the study 5. Design of the study

Research questions: What is the present situation of teaching and learning vocabulary at Pre – Intermediate level at FLC-HPU? What is the present situation of teaching and learning vocabulary at Pre – Intermediate level at FLC-HPU? What is the main reasons of the difficulties in vocabulary teaching and learning at Pre – Intermediate level at FLC-HPU? What is the main reasons of the difficulties in vocabulary teaching and learning at Pre – Intermediate level at FLC-HPU? Do games help learners at Pre – Intermediate level learn vocabulary more effectively? Do games help learners at Pre – Intermediate level learn vocabulary more effectively?

Part two: Development Chapter one: Literature review 1.1. Vocabulary 1.2. Vocabulary in language teaching and learning 1.3. Approaches to language teaching and their relevance to vocabulary relevance to vocabulary 1.4. Recent research about teaching and learning second language vocabulary language vocabulary 1.5. Advantages of the use of games in vocabulary 1.5. Advantages of the use of games in vocabulary teaching and learning teaching and learning

Part two: Development Chapter one: Literature review 1.1. Vocabulary Definition of Vocabulary Concept of words Words and their meanings Words use Form of words

1.2. Vocabulary in language teaching and learning learning A neglect aspect of foreign language methodology methodology Ineffective vocabulary learning The status of vocabulary in current language teaching and learning language teaching and learning

1.3. Approaches to language teaching and their relevance to vocabulary 1.4. Recent research about teaching and learning second language vocabulary

1.5. Advantages of the use games in vocabulary teaching and learning Games can motivate learners by bringing fun to classes Games can motivate learners by bringing fun to classes Games can provide language practice Games can provide language practice Games encourage learners to interact and communicate with one another Games encourage learners to interact and communicate with one another

Games can motivate learners by bringing fun to classes Games are highly motivating because they are amusing and interesting (Ersoz, 2000) Games are highly motivating because they are amusing and interesting (Ersoz, 2000) By bringing fun to the language classrooms, games in vocabulary teaching will create a relaxed atmosphere which helps students remember things faster and better By bringing fun to the language classrooms, games in vocabulary teaching will create a relaxed atmosphere which helps students remember things faster and better

Games can provide language practice Games are used not only for mere fun, but also more importantly for the useful practice (Nguyen & Khuat, 2003) Games are used not only for mere fun, but also more importantly for the useful practice (Nguyen & Khuat, 2003) Well – chosen games are invaluable as they give students a break and at the same time allow students to practice language skills (Lee, 1995) Well – chosen games are invaluable as they give students a break and at the same time allow students to practice language skills (Lee, 1995)

Games encourage learners to interact and communicate with one another When taking part in the games learners have to talk to express or exchange their ideas with their partners. It can lead to better word learning. (Zimmerman, 1997) When taking part in the games learners have to talk to express or exchange their ideas with their partners. It can lead to better word learning. (Zimmerman, 1997) Through interaction with others, learners can get help from each other on the meaning of unfamiliar words, including vocabulary items they do not know. (Nation and Newton, 1977, p.244) Through interaction with others, learners can get help from each other on the meaning of unfamiliar words, including vocabulary items they do not know. (Nation and Newton, 1977, p.244)

Chapter two: Present situation of teaching and learning English at Pre-Intermediate level at FLC - HPU Part two: Development 2.1. Learners and learners’ need 2.2. Teachers and teaching methods 2.3. Material and material assessments

Chapter three: Data collection, findings and disscusion, some suggestions Part two: Development 3.1. Data collection 3.2. Findings and discussion 3.3. Application of games in vocabulary teaching and learning teaching and learning

Data collection 3.1. Data collection Part two: Development The subject Instrument - Questionnaires - Classroom observation - Discussion & small talks

Findings and discussion 3.2. Findings and discussion Part two: Development - Both teachers and learners are deeply influenced by traditional methods. influenced by traditional methods. - Learners lack sufficient practice of vocabulary vocabulary - Learners feel bored in vocabulary lessons - Most of learners (86.2%) expect their teachers to adjust their methods to help teachers to adjust their methods to help them study vocabulary more effectively them study vocabulary more effectively

Application of games in vocabulary teaching and learning 3.3. Application of games in vocabulary teaching and learning Part two: Development Applied games:. Hang man. Simon says. Word puzzle. Selling and Buying thing

Result of Post – class survey and discussion - Teachers’ comment - Learners’ reaction, their progress and expectation and expectation Part two: Development

Options OptionsQuestionsabcd 176.6%5.5%14.4%3.3% 245.5%17.8%21.1%15.5% 342.2%41.4%12.2%4.4% 425.2%13.3%34.4%26.6% Table 7: Learners’ reaction, their progress and expectation

1.What do you think of the games your teachers used in your vocabulary lesson? a. Very interesting and useful b. Rather interesting and useful c. Interesting and useful d. Uninteresting and useless

2. How could your classmates help you to learn vocabulary through games? a. Help you to guess unknown words b. Help you to recall the words you have learnt but forgotten c. Help you to remember words from the games very quickly d. Help you enrich your vocabulary

3. Has your use of vocabulary become better since you joined the games? a. Yes, much better b. Yes, better c. Yes, little better d. No, not better at all

4. Which stage of the lesson do you want your teachers to use games in vocabulary lessons? a. In presentation b. In controlled practice c. In communication practice d. At all stages of the lesson

Some advice When choosing a game teachers - should be careful to find an appropriate one for the class. one for the class. - should give clear instruction - should not interrupt to correct mistakes in language use in language use - should not compel an individual to participate participate If the game is tiring or boring, it should be stopped. stopped. Part two: Development

Some word games - Just a minute, win or lose or draw (Lee, 1995) - Puzzle pieces board, cross word puzzle (Agnieszka, 1998) 1998) - Art mater, mysterious landmarks, story time (Chen, 2004) 2004) - Vocabulary cards, twenty questions, draw - a - word game, back – to – back, word maps, vocabulary game, back – to – back, word maps, vocabulary bingo, guess my word (Paul Nation, 1994) bingo, guess my word (Paul Nation, 1994) Part two: Development

Part three: Conclusion  Review of the study  2. Limitations and Suggestions for Further Studies