Research Sample

Only available on StudyMode
  • Download(s) : 258
  • Published : November 8, 2011
Open Document
Text Preview
ACKNOWLEDGEMENTS

I would like to express my gratitude to a number of people who have helped, advised and supported me in doing my research paper. First and foremost, I would like to extend my sincerest thanks to Ms. Phan Thi Hoa, my supervisor, for her valuable guidance, ever-enthusiasm, responsibility and encouragement. Thanks to her critical feedbacks, invaluable suggestions and useful reference during the research process could I complete my study. I am gratefully indebted to the teaching staff of Department of Basic Science for their valuable lectures which laid the foundation for this study and their constant assistance, encouragement as well as their helps in answering my questionnaires. My thanks also go to the first year non-English major students in College of Sciences where my surveys were carried out. Last but not least, my heartfelt thanks to my family and friends whose direct or indirect support helped me complete my thesis in time.

ABSTRACT

In recent years, English has become a compulsory subject in most Vietnamese schools and universities. A mass of supplementary exercise books, grammar books, and other learning materials have been compiled to help students study English better. Many scholars have involved in the discussion of the methods of teaching English to non-English major EFL students in Vietnam. Among the methods, language games are highly appreciated as useful ways to help students to learn English better, especially to improve speaking skills. In fact, the roles of language games, in general, have not been fully grasped by most teachers and students. Some of their drawbacks have prevented teachers from using them more often. Are the attitudes of teachers in compared with one of the students towards the effectiveness and importance of language games similar? How to run language games in class effectively and what should they do before introducing games? Being aware of these problems, we have tried to choose the topics to make use of the advantages of the English language games and especially for speaking skill development. To be successful with the games, however, teachers should be sure to control and organize the class well with their appropriate techniques. To help teachers handle language games better, the study will also give some basic steps to use them in class, with the role of teachers in some types of language games. To know the attitudes of the teachers and students towards games as well as the problems of game use, questionnaires and class observation will be both employed. Finally, this study points out that a slight shift of using language games for the first year non- English major EFL students should be put into practice, especially to teach speaking English skills.

TABLE OF CONTENTS
Page Acknowledgements……………………………………………………………........................i Abstract……………………………………………………………………................................ii Table of contents………………………………………………………………........................iii List of figures and tables……………………………………………………………………….vi Chapter 1: INTRODUCTION

1.1 Statement of the problem and rationale for the study…………………..............................8 1.2 Objectives of the study…………………………………………………………………...11 1.3 Scopes of the study……………………………………………………………..………...11 1.4 Methods of the study…………………………………………………………..……........11 1.5 Design of the study……………………………………………………………………….12 Chapter 2: LITERATURE REVIEW

2.1 Introduction………………………………………………………………..……………...13 2.2 Language games……………………………………………………………..…………...13 2.3.1 Definitions of language games…………………………………………..…………….13 2.3.2 The role of language...
tracking img