Australian Journal of Basic and Applied Sciences, 5(11): 1218-1224, 2011 ISSN 1991-8178
Effects of Instructional Games on Facilitating of Students’ Vocabulary Learning 1
(Romana) Iran Dolati and 2Peyman Mikaili
Department of Language, Mahabd Branch, Islamic Azad University, Mahabad, Iran. Department of Pharmacology, Faculty of Medicine, Urmia University of Medical Sciences, Urmia, Iran.
Abstract: Teaching a new language to the young learners of other languages can be considered as a challenging job while it can be facilitated by applying some instructional games. This small and case study was conducted to identify the role of the games and level of vocabulary learning among 70 female students in the age of 12- 13 years old students were selected from Bu-Ali one of the Iranian primary schools in Urmia, Iran. The employment of pretest and posttest instruments allows instructors a single opportunity to empirically evaluate the effectiveness of their instruction and assess the acquisition of course content material by students through formative assessment. After analyzing the pre-test and post-test it was found that applying games has the important and determine role in teaching vocabularies to the language learners, as it was not possible as well as learning with just repetition and memorizing methods. Moreover, Game has its potential as an educational tool for literary training; and can motivate and engage learners especially the quiet and passive ones in the whole learning process.
Key words: learning vocabulary, application Game, pre and post – test. INTRODUCTION
In learning a foreign language, vocabulary plays an important role. It is one element that links the four skills of speaking, listening, reading and writing all together. In order to communicate well in a foreign language, students should acquire an adequate number of words and should know how to use them accurately. There is an old and prevalent perception that learning occurs well only in a restrained and tense and oppressive environment. Many teachers believed that learning should happen in a formal environment and if one is having fun and there is hilarity and laughter, then it is not really teaching (Lee, 1995). On the other hand we can apply some teaching strategies like games to reduce the stress level among the students. Instructional games create an active sometimes noisy and apparently disorganized learning setting (Evans, 1979). Such scene can be threatening to most teachers. There is always the urge to fully control all the students’ activity moreover, to have everyone seated quietly in rows and above all, to have the teacher at the center of all class activities. Does not such a tense learning environment cause stressful environment in which students do not feel convenient to interact and communicate with their peers and also teacher? Is it possible learners to learn a language and enjoy themselves at the same time? This project was set to unveil the effects of games on language learning on the aspect of vocabulary.
Iranian language classrooms are mostly teachers dominated and they just follow the syllabus that have been given by the head of the institution and schools (Ministry of Education, 1932). ESL teachers, on one hand, are in dilemma as there is no explicit grammatical direction for them to embark on. They have to find their own way to teach grammar. ESL learners, on the other hand, are expected to pick up grammar through participating in authentic communicative activities.
However, ESL learners acquire patchy and imperfect repertoire of performance which is not supported by an underlying competence (Widdowson, 1990, cited in Pillay & North, 1997). How will the learning change if teachers shift the teachers’ dominated environment to a more fun and students’ centered classrooms? How grammar can be effectively taught and learnt in context? This research was therefore conducted to look into the potentiality of using games...
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