Using games in teaching vocabulary to teenagers. Impact on students’ motivation and behaviour

Inhaltsverzeichnis (Table of Contents)

• INTRODUCTION
• CHAPTER 1: TEACHING VOCABULARY
• 1.1. THE IMPORTANCE OF TEACHING VOCABULARY
• 1.2. WHAT KNOWING A WORD INCLUDES?
• 1.2.1. Form, pronunciation and spelling.
• 1.2.2. Grammar.
• 1.2.3. Collocation.
• 1.2.4. Aspects of meaning.
• 1.2.5. Meaning relationship.
• 1.2.6. Word formation.
• 1.3. HOW WORDS ARE REMEMBERED?
• 1.3.1. Short-term store.
• 1.3.2. Working memory.
• 1.3.3. Long-term memory.
• 1.4. REMEMBERING VOCABULARY
• 1.4.1. Word lists.
• 1.4.2. Labelling and topic webs.
• 1.5. PRESENTING VOCABULARY
• 1.5.1. Pointing.
• 1.5.2. Pictures.
• 1.5.3. Gesture and mime.
• 1.5.4. Explanation.
• 1.5.5. Definition.
• 1.5.6. Translation.
• CHAPTER 2: TEACHING TEENAGERS.
• 2.1. THE OVERVIEW OF TEENAGERS
• 2.2. THE DEVELOPMENTAL CHANGES.
• 2.3. TEACHING TEENAGERS.
• 2.4. TEENAGERS AND TECHNOLOGY.
• 2.5. THE DIFFICULTIES OF WORKING WITH TEENAGERS
• CHAPTER 3: USING GAMES FOR LANGUAGE TEACHING.
• 3.1. THE ROLE AND FUNCTION OF LANGUAGE GAMES IN EFL CLASSROOM
• 3.2. WHAT DISTINGUISHES A GAME FROM OTHER ACTIVITIES IN AN EFL CLASSROOM?
• 3.3. CLASSIFICATION OF GAMES.
• 3.3.1. Code-control and communicative games.
• 3.3.2. The games of chance and strategic games.
• 3.3.3. Non-stimulation and stimulation games.
• 3.3.4. Structuralised and non-structuralised games.
• 3.4. DISADVANTAGES OF USING GAMES
• CHAPTER 4: USING GAMES IN THE LANGUAGE CLASSROOM
• 4.1. THE AIM OF THE STUDY
• 4.2. LESSON PLANS
• 4.3. SUMMARY

Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)

This diploma paper explores the effectiveness of using games to teach vocabulary to teenagers in a junior high school setting. It examines the educational value of games, their potential to enhance student motivation and engagement, and their impact on classroom dynamics. The research aims to determine whether games are a useful tool for vocabulary revision and how they contribute to a positive learning experience.

• The importance of vocabulary in foreign language teaching
• The characteristics and needs of teenagers as learners
• The role of games in language learning
• The design and implementation of game-based vocabulary lessons
• The impact of games on student motivation and behaviour

Zusammenfassung der Kapitel (Chapter Summaries)

• Chapter 1: This chapter provides a comprehensive overview of vocabulary acquisition in EFL classrooms. It explores the key components of knowing a word, including form, pronunciation, grammar, collocation, meaning, and relationships between words. Additionally, the chapter examines the process of remembering and presenting vocabulary, including methods like word lists, labelling, and topic webs.
• Chapter 2: This chapter focuses on the characteristics of teenagers as learners. It discusses their developmental changes, their relationship with technology, and the unique challenges of teaching this age group. It highlights the importance of understanding and addressing the specific needs and learning styles of teenagers in the classroom.
• Chapter 3: This chapter delves into the educational value of games in foreign language teaching. It explores the role and function of games in the EFL classroom, differentiating them from other activities and identifying criteria for their selection. The chapter also examines different classifications of games and acknowledges potential drawbacks associated with their use.
• Chapter 4: This chapter presents the practical part of the project, describing the action research carried out in a junior high school. It includes lesson plans and a detailed description of the lessons, with a focus on how games were integrated into the teaching of vocabulary. The chapter aims to analyze the effectiveness of these lessons in terms of vocabulary revision, student motivation, and behaviour.

Schlüsselwörter (Keywords)

This diploma paper focuses on the use of games in teaching vocabulary to teenagers. Key topics include vocabulary acquisition, teaching strategies, learning styles, motivation, behaviour, EFL classroom practices, and action research methodology. It also draws on research findings and theories related to educational games, teenage development, and the integration of technology in language learning.