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Luận văn tiếng Anh:The effects of games on helping high school English learners retain word meaning = Hiệu quả của trò chơi trong việc giúp học sinh THPT ghi nhớ nghĩa từ vựng. M.A. Thesis Linguistics: 60 14 10
Nhà xuất bản:ĐHNN
Ngày:2010
M.A. Thesis English Teaching Methodology -- College of Foreign Languages. Vietnam National University, Hanoi, 2010
Part A: Introduction
Part A – Introduction- provides the background to the study and statement of the
problem, the aims, the research question, the scope of the study as well as the research
methodology. It also outlines the organization of the thesis.
1. Rationale
Vocabulary is the knowledge of words and word meanings. As Steven Stahl (2005)
puts it, "The knowledge of a word not only implies a definition, but also implies how that
word fits into the world." Vocabulary knowledge is not something that can ever be fully
mastered; it is something that expands and deepens over the course of a lifetime. It cannot
be denied that vocabulary is one of the vital parts in a language learning. Wilkins
(1972:111) emphasized that, “Without grammar very little can be conveyed, without
vocabulary nothing can be conveyed”. Cook‟s (1991) conclusion is also consistent with
Wilkins in that “Grammar provides the overall patterns, vocabulary the material to put into
those patterns”. Or some authors, led by Lewis (1993) argue that vocabulary should be at
the centre of language teaching, because „language consists of grammaticalised lexis, not
lexicalised grammar‟. It is clear to all of us that one cannot read, speak, listen, write, or
understand a foreign language without knowing a certain number of words. How can one
appreciate the depth of meaning implied in discourse or become fluent conversationalists if
lexis is not involved?
Vocabulary learning is obviously an essential part of language learning. Learning
words can considered to be the most important aspect of second language acquisition
(Knight, 1994). Candlin (1988) stated that "… the study of vocabulary is at the heart of
language teaching in terms of organization of syllabuses, the evaluation of learner
performance, and the provision of learning resources …." Maiguashca (1993) said that
vocabulary is "perhaps the fastest growing area of second language education in terms of
research output and publication."
Thus, the importance of vocabulary in language learning cannot be denied. Yet,
although the issue of vocabulary teaching and learning is currently receiving attention of
teachers and students in most of high schools in Vietnam and in my school as well, it is
still far from clear how vocabulary items can be best taught and learned. From my own
experience and observation, vocabulary is often taught by the grammar-translation approach, that is at the time for vocabulary, a vast amount of teaching time is consumed by
explanation and definition, classroom blackboards are often littered with masses of new
lexical items, and students compile page upon page of word-lists that they have few
opportunities to practice. This results in students‟ short-term memory of new vocabulary
items. They will very quickly forget the new words‟ meaning and use. This also makes
students get bored with learning vocabulary.
So what should a teacher do if their students get bored? Nation (2001) suggests
some interesting ways to Giúp learners remember previously met words such as getting
learners to do graded reading or listening stories; speaking and writing activities based on
written input that contains the words; taking part in activities that involved testing
vocabulary such as Word and Picture Matching, Same or Difference, etc. Gairn & Redman
(1986) recommends classroom activities such as using visual aids, speaking activities (role
play, narrative, etc.), games, questionnaires and problem solving and so on. Whereas,
Watcin-Jones (1993) proposes that teachers use games and activities in revising words
because with games learning seems to become more active, the students get more involved
and retention also improves enormously.
Therefore, it can be realized that the common tendency of these methodology
writers is that teachers should be more active in using classroom activities to Giúp students
recycle lexical items. One of the most recommended activities is games. According to
them, games are highly motivating, competitive and fun. They also bring a relaxed
atmosphere and create more opportunities for students to practice and revise vocabulary.
With games, students will enjoy themselves, be stimulated and get involved in vocabulary
learning. As a result, they can learn new lexical items faster and remember better. With so
many advantages, games seem to be an effective way in teaching and learning a foreign
language in general and vocabulary in specific.
For those reasons, I have decided to choose the topic:
“The effects of games on helping high school English learners retain word meaning”
for my minor thesis with the hope that it might be of some Giúp for teachers and students in
teaching and learning vocabulary.
2. Aims of the study
This study was carried out in order to: o explore the effects of word games on helping 11th grade students at Tan laptop high
school remember the meaning of previously met words.
o make recommendations on how word games might be exploited to make them more
enjoyable and productive to the students.
3. Research question:
The research was to seek answers to the following question:
Are word games more effective than practice exercises in helping high school English
learners retain word meaning?
4. Scope of the study
Learning a word means dealing with its various aspects such as meaning, spelling,
pronunciation, part of speech, collocations, grammar, or restrictions on its use. For each
above aspect, various criteria need to be taken into account when being studied. According
to Nation (1994), teachers should spend time on a word by dealing with two or three
aspects of a word. However, in this study the researcher focused only on one aspect of
word meaning because of the limited time, the shortage of reference books, and the
students‟ language ability.
5. Research methodology
The study used a combination of quantitative and qualitative research approaches,
in which tests were carried out as the major and unique data collection instrument.
Five tests were designed in order to gain believable and honest scores that supported the
study purposes. One served as the pre-test, which aimed at testing the students‟
homogeneity of the two group joining the experiment. Three of them were delivered to the
students as progress tests right after the periods in which the students recycled previously
met words with games or with exercises, and the final one was administered to the students
two weeks after all the periods in which games were applied to Giúp students retain word
meaning. Collected scores were then processed and analyzed.
6. organization of the study
This minor thesis is composed of three parts as follow:
Part A - Introduction: presenting rationale, aims, research question as well as
scope of the study, methodology and design of the study.

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