Nghiên cứu việc sử dụng trò chơi để dạy từ vựng tiếng anh cho học viên trẻ tại trung tâm mỹ việt anh

Untitled BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC CÔNG NGHỆ ĐỒNG NAI BÁO CÁO TỔNG KẾT ĐỀ TÀI NGHIÊN CỨU KHOA HỌC CẤP TRƯỜNG A STUDY ON USING GAMES TO TEACH ENGLISH VOCABULARY FOR YOUNG LEARNERS AT MY VIE[.]

B Ộ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC CÔNG NGHỆ ĐỒNG NAI

ĐỀ TÀI NGHIÊN CỨU KHOA HỌC CẤP TRƯỜNG

A STUDY ON USING GAMES TO TEACH ENGLISH VOCABULARY

FOR YOUNG LEARNERS AT MY-VIET-ANH CENTER

Mã s ố: TR:2020-06/NN-SV

Ch ủ nhiệm đề tài: Bùi Thị Thanh Như

Đồng Nai, 5/2021

THÔNG TIN K ẾT QUẢ NGHIÊN CỨU

ĐỀ TÀI NGHIÊN CỨU KHOA HỌC CẤP TRƯỜNG

(dùng cho Báo cáo t ổng kết đề tài)

1 Thông tin chung:

at My-Viet-Anh Center (Nghiên cứu việc sử dụng trò chơi để dạy từ vựng tiếng Anh cho học viên trẻ tại trung tâm

Mỹ - Việt - Anh)

Điện thoại: 0784707470 Email: thanhnhu.1610@gmail.com

- Thời gian thực hiện: Tháng 9/2020 đến tháng 1/2021

Anh, bài nghiên cứu đưa ra các giải pháp cụ thể là sử dụng trò chơi để dạy từ vựng tiếng Anh cho người mới học Bài nghiên cứu cho thấy sự phát triển từ vựng, hấp thụ từ vựng cũng như sự hào hứng khi học từ vựng mới thông qua trò chơi Học viên đón nhận và

người bắt đầu học tiếng Anh tự tin và sử dụng được từ vựng trong việc nói tiếng Anh lưu loát

3 Nội dung chính: Giúp người học tiếp thu hào hứng từ mới tiếng Anh một cách tốt nhất

4 Kết quả chính đạt được (khoa học, đào tạo, kinh tế-xã hội, ứng dụng, )

Học viên đạt được vấn từ cần thiết của môn học, sẽ đóng góp vào sự vận hành và sử dụng được tiếng Anh trong giao tiếp hàng ngày và đóng góp vào sự phát triển của xã hội

DANH SÁCH THÀNH VIÊN THAM GIA

Abstract 1

I Introduction 2

1 Background of the study 3

2.Purpose of the study 3

3.Research question 3

4.Outline of the study 4

5.Significant of the study 4

II Literature review 5

1 Defining and describing games 5

2 Who are young learners 6

3 Teaching vocabulary for young learner 6

4 Teaching vocabulary using Games 7

III Methodology 9

1 Participants of the study 9

2 Method of data collection 9

3 Research question 9

4 Research design 9

5 Method of data analysis 11

6 Ethical consideration 12

IV Results and Discussion 14

1 Result 14

2 Discussion 18

V Conclusion 19

1 Conclusion 19

2 Challenges 19

References 21

Appendix: 22

if they can sing along, and active games Be sure to provide lots of encouragement and positive feedback I want to create a safe, stress-free environment that everyone can enjoy learning in.

Reaching proficiency in a new language, especially English, is quite challenging for learners However, this doesn't have to be tedious and tedious all the time Learning English can be very enjoyable when your learning style is integrated with fun and comfort Nowadays, you can learn English through the media, movies or even play games Any subject can become boring if we just apply a boring, repetitive method of learning This creates an ineffective learning model that will slow your progress

The research was conducted at My-Viet-Anh’s Center by interviewing students and teachers The results show that games could help the learners quickly memorize the vocabulary, help them focus more on the lessons, build relationships and motivate them to learning English

Key words: English vocabulary, using games, young learner

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Chapter 1 Introduction

Currently, in Vietnam, many parents have needs for their children to get acquainted with English very early Because they realized that English is of great importance to today's life So the demand for teaching and learning English is huge

Using games to learn vocabulary in teaching makes students more receptive, because it helps to develop thinking, creating, memorizing, more active, students can communicate comfortably While playing a game, students do not voluntarily memorize new vocabulary and grammar materials (Beisenbaeva, 2014) [1]

Teaching young learners is very difficult compared with 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

Although language structure is considered “the skeleton of the language,” it agreed that vocabulary is “the vital organs and flesh” (Harmer, 1991) [2] Vocabulary is the basic part and a key element to learn any language 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

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1 Background of the study

According to Beisenbaeva (2014) [1], vocabulary learning has been considered a boring subject for a long time and the way of learning traditional vocabulary only by writing and memorizing has proved ineffective Meanwhile, the game is also considered a time-filling activity in most English classes It is believed that games are just for entertainment and they have little effect in teaching and learning However, our research shows that games can contribute to vocabulary learning as they can give students the opportunity to learn, practice and review English in a pleasant atmosphere Playing games through games helps

us to memorize vocabulary when it is repeated many times The method of teaching English through games is very new and easy to absorb, unlike the old teaching method which is boring and difficult to develop My-Viet-Anh's Center's brought the game into practice and achieved success Games are a useful tool for learning vocabulary Teaching English through games is the perfect solution to exploit all of these developing behaviors

in a fun and enjoyable way, making your lesson exciting while your students learn English

as a second language

2 Purpose of the study

My-Viet-Anh's Center

3 Research question

English language?

4 Outline of the study

The study consists of the following main sections:

4

It shows the reasons for choosing the topic, the problems, aim of the study, and the structure of the research as well

research at four main points: Defining and describing games, Who are young learners, Teaching vocabulary for young learner, Teaching vocabulary using Games

procedures of questionnaire, interview and class observation; data analysis process, and ethical issues

findings collected from questionnaire, interview and class observation Moreover, it also explores the meaning of the results and interprets the results to evaluate the innovation and then give some suggestions and the limitation of the research

some recommendations for further research and practice

5 Significant of the study

The results of research on game use in teaching suggest that it may be helpful for English teachers at My-Viet-Anh's Center and teachers at other language centers or schools and some recommendations are made with the desire that English teachers can help their students not only learn vocabulary effectively, but also motivate them to learn English Terrell and Krashen (1983) proven that games, games qualify as an acquisition activity since they can be used to give comprehensible input Students are normally interested in the outcome of the games, and in the most cases the focus of attention is on the game itselt and not the language forms uesed to play the game

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Chapter 2 Literature review

In 2003, the language acquisition specialists of the Asian EFL Journal [3] conducted research on this The results showed that the learning efficiency increased significantly when combining learning and playing Students interviewed during the study gave very positive feedback They really like the relaxed atmosphere it offers These students also feel more enthusiastic and motivated to learn This has been further corroborated by teachers observing and finding that students seem to acquire knowledge more quickly and memorize information longer using game-based English learning instead of infusion system

1 Defining and describing games

As far as definition of a game is concerned, Okoń (1992: 64) [8] perceives it as a variant

of a play that depends on sticking to strict rules and achieving a determined outcome Byrne (1986: 100), in turn, defines games as a form of play governed by certain rules or conventions Moreover, Toth (1995: 5) provides a more expansive definition explaining game as follows:

A game is an activity with rules, a goal and an element of fun There are two kinds of games: Competitive games, in which players or teams race to be the first to reach the goal, and co-operative games, in which players or teams work together towards a common goal The emphasis in the games is on successful communication rather than on correctness of language (Toth 1995: 5)

In addition to the definition a greater insight into the nature of games can be provided by looking at an array of basic features they have Following Juul 2002 in Whitehead (www1) [4], games reflect the following characteristics:

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in order to achieve a given objective

loser and unhappy if a negative outcome happens

Negotiable consequences: the same game [set of rules] can be played with or without life consequences

real-2 Who are young learners?

Young learners are agreed to be children from five or six years old who are in the first year

of elementary schooling to twelve years old of age However, the age of children is not necessarily an indicator of how mature they are Philips (1993) stated that there are several factors influencing the maturity of children These factors include their culture, sex, environment (city or rural), and parents Also, their development should be taken into consideration Some children develop very fast, and others might need more time A good teacher of young learners should be aware of all their differences because understanding them can help teachers deciding on activities to be used in their teaching processes In other words, teachers’ decision must be influenced by his or her knowledge of the children’s attitudes, interests, and circumstances instead of their physical age

3 Teaching vocabulary for young learner

In order for children to acquire English, they have to experience and hear the language when they are small In general, it is agreed upon that they learn languages better than adults because children have more time for learning, and do not have any worries or responsibilities Also, they are better at learning any language when they are exposed to it naturally for a long-term English is taught to young learners at elementary (primary) level for several reasons According to Brumfit, Moon and Tongue (1991), children need to be exposed to the language and its culture from an early age in order to grow up with tolerance

and understanding for others

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Vocabulary is one of the components of a language, besides sound system, grammar and culture Students who want to learn a target language, in this case English, of course have

to learn those elements

Young learners need to pay attention to some elements of English language such as pronunciation, spelling, structure, and vocabulary To master English skills, students must know the vocabulary of the language i.e a list of words with their meaning because it supports their skills’ improvement (Linse, 2005) In order to speak and write English, children need to learn one to two thousand words (Cameron, 2001)

Teaching vocabulary plays an important role in language acquisition because the mastery

of vocabulary will help students master all the language skills- speaking, listening, writing, and reading Vocabulary will make students practice the structure more easily It is useful for students in order to communicate in daily life and will strengthen belief that English can be used to express the same ideas or feelings they express in their native language (Finocchiaro, 1974:38) In the teaching of English vocabulary to young learners, teachers are expected to have the skills of language in simple English In other words, the teaching

of English aims at giving introduction to the language, which means that the teaching processes have to utilize the existing context of situation Teachers have to do this because teaching English to children is different from adults, especially in vocabulary teaching Teachers should try to give as clear as possible the explanation of the meaning of the words being taught by using a technique Nation (1928:27) states that a good vocabulary teaching technique has the following things: (1) It interests the learners (2) It makes the learners give attention to the form meaning or use of the words (3) It gives a chance for repetition

It affirms that choosing carefully and correctly the vocabulary which appropriate for children is the important things for teachers to consider

4 Teaching vocabulary using Games

Halliwell (1991) [5] argued that due to the creative language skill 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 games are important and useful Not only they are fun, but also

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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 (1981) [6] stated that understanding games will help teachers in finding and creating games that make their

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Chapter 3 Methodology

In this study, quantitative and qualitative methods were used Definitely, these methods are different significantly However, there is a tendency for researchers to practice more than one research method in a paper According to Hinchey (2008), it is possible for researchers to apply three methods in each study which is named triangulation so that researchers can avoid ambiguity in their study Moreover, Garbarino & Holland (2009) point out that the connection of both qualitative and quantitative research methods can help researchers have accurate prediction as well as appropriate ideas classification

1 Participants of the study

The participants were divided into 2 groups, Group 1 being young learners and Group 2 being the teachers at My-Viet-Anh's Center

English for children and teenagers ( Cambridge) class The researchers randomly

selected 50 students of it

to teach English vocabulary to younger students

2 Methods of Data Collection

In the study, questionnaire, class observation and semi-structured interview were used as evaluation instruments to collect the data for dealing with two research questions