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

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

CONCLUSION

Objectives and Themes

This paper examines the pedagogical effectiveness of incorporating language games into EFL (English as a Foreign Language) lessons for teenagers in junior high school, specifically focusing on how these activities impact student motivation, engagement, and classroom behavior.

• The significance and methods of teaching vocabulary in the classroom.
• The developmental and psychological characteristics of teenagers that affect learning.
• Theoretical classifications and functions of language games in the EFL context.
• Practical action research analyzing lesson plans that utilize games.
• The impact of game-based learning on student performance and motivation.

Excerpt from the Book

Summary of Chapters

CHAPTER 1: TEACHING VOCABULARY: This chapter provides an overview of vocabulary teaching, exploring how words are defined, remembered, and effectively presented in an EFL environment.

CHAPTER 2: TEACHING TEENAGERS: This chapter analyzes the developmental and biological changes in teenagers and discusses the resulting challenges and management strategies for teachers in a classroom setting.

CHAPTER 3: USING GAMES FOR LANGUAGE TEACHING: This chapter explores the educational value, classifications, and potential advantages and drawbacks of implementing games within the foreign language curriculum.

CHAPTER 4: USING GAMES IN THE LANGUAGE CLASSROOM: This chapter details the practical action research conducted in a junior high school, presenting specific lesson plans and evaluating the outcomes of game-based activities on students.

Keywords

Vocabulary teaching, EFL, teenagers, language games, communicative approach, student motivation, adolescent development, brain research, classroom management, action research, pedagogical value, vocabulary acquisition, group work, lesson planning, communicative competence.

Frequently Asked Questions

What is the core focus of this research project?

The project investigates the usefulness of incorporating language games into EFL classrooms for teenagers, specifically assessing how these games influence student motivation and classroom behavior.

What are the primary thematic areas covered in the work?

The work covers theoretical perspectives on vocabulary teaching, the psychological development of teenagers, the benefits and classifications of language games, and practical lesson implementation.

What is the central research question?

The research aims to determine whether language games serve as an effective tool for vocabulary revision and how they interact with students' motivation and standard classroom conduct.

Which scientific methodology is utilized?

The paper follows a theoretical literature review combined with practical action research carried out across various grades at a junior high school in Września.

What topics are discussed in the main body?

The main body treats the definition and presentation of vocabulary, the specific behavioral and psychological traits of teenage learners, the role of technology, and the practical execution and evaluation of several lesson plans.

Which keywords best characterize the work?

The most relevant keywords include language games, EFL teaching, adolescent learners, vocabulary acquisition, student motivation, and classroom management.

How do developmental changes in teenagers affect their learning, according to the author?

The author discusses how biological maturity, such as the development of the frontal lobe, affects impulse control and logical thinking, which in turn necessitates specific teaching approaches to maximize potential.

What distinguishes a 'game' from other activities in an EFL context?

According to the cited literature, the presence of clear rules, a definite beginning and end, and an element of strategy are what differentiate a game from other open-ended communicative activities or simple play.