People’s Democratic Republic of Algeria

Ministry of Higher Education and Scientific Research

Abdelhafid Boussouf University Center - Mila
Faculty of Letters and Languages
Departement of English
SPECIALITY: 1st year Master Didactics – Group 03
MODULE: Methodology

The Effect of Using Games on

EFL Young Learners’
Vocabulary

Presented by: FERYAL TOURECHE

Academic Year: 2023/2024

 Chapter one:
Teaching Vocabulary
Literature review
A) definition of vocabulary:
Richards & Renandya (2002): They define vocabulary as a core component of
language proficiency that forms the basis for speaking, listening, reading, and
writing skills. They emphasize the importance of an extensive vocabulary for
language learners to reach their full potential
Smith (1998): Smith highlights the importance of vocabulary knowledge in
language learning by stating that vocabulary is a reflection of our personalities
and understanding of the world

B) types of vocabulary Speaking Vocabulary:

This type of vocabulary refers to the words that individuals use when speaking.
It includes words that are spoken to give instructions and engage in
conversations.
Listening Vocabulary: Listening vocabulary consists of words that individuals
understand when they hear them in speech or communication
Writing Vocabulary: Writing vocabulary comprises the words that individuals
use when expressing themselves in writing. It reflects the words individuals can
spell and effectively use in written communication
Receptive Vocabulary: This type includes the words individuals understand
when listening or reading
Productive Vocabulary: Productive vocabulary consists of the words
individuals use when speaking or writing.
Steps of learning vocabulary
Encountering New Words: The first essential step in vocabulary learning is
encountering new words. This involves exposing oneself to new vocabulary
through various sources such as reading books, listening to TV and radio, and
reading newspapers and magazines.
Getting the Word Form: The second step involves getting a clear understanding
of the form of vocabulary items. This includes visual or auditory representations
of the words to aid in understanding and retention. It is important for learners to
have a clear image of the word form to effectively define and use the words.
C) Importance of vocabulary
Over time, one's vocabulary develops. A good vocabulary can help learners
improve their comprehension skills and language mastery. Because all language
abilities are based on acquiring vocabularies, vocabulary knowledge plays a
significant role in learners' educational performance. As a result, communication
does not exist if words are not available. Taylor (1990), explains that vocabulary
has a special importance in language learning since it is the part which will not
be slowed down by age. This implies that an explicit teaching and learning of
vocabulary is essential especially when learning a new language is occurring.
" Vocabulary has traditionally been one of the language components measured
in language tests " (Schmitt, 1999, p .189). It is therefore obvious that the
development of vocabulary skills must be carried out as a crucial part in learning
a new language.
Vocabulary is one of the most important-if not the most important- components
in learning a foreign language, without a sufficient understanding of words
learners cannot understand others or express their thought and ideas.
Vocabulary and lexical units are of great significance in learning a language and
communicating it. As Schmitt (2000) indicates, « without the mediation of
vocabulary, it is not possible to employ grammatical or other types of linguistic
knowledge in communication or discourse » (p. xi)
 Chapter two:
Teaching Vocabulary
2.1 Definition of games
Games are good techniques in teaching and learning a foreign language and
using them in classroom is not only for entertainment but also for helping
students to enrich their English vocabulary. Games as a term had been defined
by many researches. For that; games have many different definitions according
to each author’s point of view.
Games have a long and rich history. According to El Shamy (2001) many
ancient games, such as those played by North American Indians, were employed
in religious ceremonies and festivities, the majority of games performed in
Europe and North America up until the late eighteenth century were exclusively
for recreational purposes. Certain games, particularly more physical, sporting-
type games, may have aided in the development of agility and dexterity, which
are helpful in certain jobs, but games were not employed as a mode of
instruction until the nineteenth century. The first educational game was " The
Mansion of Happiness”, the first board game produced in the United States, had
the pedagogical purpose of teaching children the difference between good and
bad. Moreover, games continued changing till they become tools of training. In
addition, after many improvements, games have acquired their significance to be
used in teaching and learning.

2.2 Importance of games

Huyen & Nga (2003) agreed that games make an enjoyable and relaxed
atmosphere in which young learners may learn quickly and retain words better.
As Vernon (2009) argued that games are an efficient way to teach young
children vocabulary. Because they enjoy themselves in the classroom, children
engage and pay more attention. They also feel and perform better during and
after the game. Children will find repetition less boring and enjoyable, which
will help them to consolidate their acquisition of new words. Also, Kalaycıoğlu
(2011) investigated the effect of vocabulary games in children’s vocabulary
learning performances and concluded that when presented vocabulary through
pictures and games, the learners performed remarkably better.
Games are useful for teaching vocabulary because they highlight the necessary
words that are required to complete the game's objectives (Allen, 1983).
According to Lewis (1999) games are popular among children because they like
to play. Young learners might participate, explore, and experiment with their
environment through games. Students' motivation is increased by using games,
which also give an incentive and stimulus to utilize the language.

2.3 Types of games

Information gap games
An information gap game is an activity where one or more learner has
information that another learner needs to complete a task. For example, learner
A might have a drawing and learner B needs to create a similar drawing by
listening to the information given by learner with the drawing.
o Guessing games
These are a variation on information gap games. One of the best-known
examples of a guessing game is 20 questions, in which one person thinks of a
famous person, place, or thing.
The other participants can ask 20 Yes/No questions to find clues in order to
guess who or what the person is thinking of.
o Searching games
Searching games are popular for helping students recognize words. In searching
for words, the students seem to read and memorize the words in a way that they
enjoy and which helps them learn the words and their spelling.
o Matching games
As the name implies, participants need the match for a word, picture or card.
These games involve matching pairs of cards or pictures. Everyone must find a
partner with a corresponding card or a picture.
o Exchanging games.
Players have certain articles, or ideas which they wish to exchange for others.
The aim of the game is to make an exchange that is satisfactory to both sides.
o Collecting games
Players need to collect cards in order to complete a set.
Abstract
In learning any language, vocabulary is both the most important and the hardest
skill to master. As a result, teachers should be aware of the techniques they use
to help their students,
in our sample third-year middle school students, in solving issues and enhancing
their understanding of foreign language items. The purpose of this study is to see
how effective games are in helping students learn English vocabulary. In other
words, this study aims at exploring the relation between using language games
and vocabulary development for third year middle school pupils. To achieve the
mentioned objectives a study is conducted; it is based on the analysis of data
gathered from questionnaire. Finally, language games should be used in the
study of English vocabulary in order to development students' achievement.

Introduction
Imparting the knowledge of English vocabulary to learners is both essential and
complex. Vocabulary acquisition plays a pivotal role in enabling students to
grasp and utilize the language effectively. Since vocabulary forms the
foundation of any language, its proficiency is vital. Learners must acquire a
substantial lexicon and understand its proper application to communicate
successfully in a foreign tongue. A robust vocabulary is indispensable for clear
communication and understanding textual content. It serves as the linchpin that
unites the quartet of linguistic abilities: speaking, listening, reading, and writing.
This section will explore the principal challenges associated with vocabulary
instruction in educational settings. We aim to initially introduce the concept of
vocabulary within EFL classrooms, outline the stages of vocabulary acquisition,
underscore its significance in foreign language education, and examine various
instructional methodologies.

Statement of the Problem

English classes, a communication gap between educators and learners has been
observed. Consequently, students encounter difficulties in foreign language
acquisition and depend on instructors, potentially due to the use of conventional
teaching techniques. Therefore, educators should strive to make their lessons
more captivating. Utilizing language-based games can effectively meet
educational objectives, enhance the four fundamental language skills, yield
positive results, and foster student development, making it an excellent strategy
to enliven the learning experience. Hence, integrating games into the learning
process is advantageous.

Aim of the Study

research aims to demonstrate the impact of employing games in the acquisition
of English as a second language. It offers educators insights into various
elements to consider during the creation of linguistic games, as well as
presenting a selection of beneficial games for educators to implement in their
teaching strategies.

The significant of the study

It's having an important educational, pedagogical, and practical ramification. It
may improve vocabulary acquisition by establishing an engaging and dynamic
learning environment, boost motivation and retention via enjoyable and
repetitive repetition, and implement novel teaching tactics that tailor learning
experiences. The study adds to language acquisition theories and our knowledge
of cognitive development, as well as guiding the creation of educational
materials and teacher-training programs. Furthermore, it encourages the
incorporation of game-based learning into curriculum, making language learning
more accessible and culturally appropriate. Finally, this study sets the path for
future research and advances in EFL instruction, which will benefit both
teachers and students.

Research questions
In our study, we try explore the following inquiries:
- How do language games affect learners’ vocabulary acquisition?
- Can games enhance the process of learning a new foreign language?
Research hypotheses
We hypothesize:
-Hypothesis 1: Language games have a significant impact on Middle School
students’ vocabulary development, leading to improved language skills.
-Hypothesis 2: Language games provide English as a Foreign Language (EFL)
learners with practical opportunities to use language in authentic contexts.

Students Questionnaire
Dear students,
The following questionnaire is a part of research work that deals with language
games and their impact on the vocabulary presentation for the third-year middle
school students.
Your answers will be of great help for our research, you are kindly asked to tick
the appropriate box and make statements whenever required.
Thank you in advance for your cooperation and for taking the time to the
questions.
Section 01: Demographic information
Q1. Gender: Male Female
Q2. What is your age? 12 13 14 15
Q3. How long have you been learning English?
Section 02: General Attitudes Towards Learning English Vocabulary
1. How do you find learning English?
……………………………………………………………………………………
…………………………………………………………………………………….
2. What are the main difficulties you face in learning new vocabulary?
……………………………………………………………………………………
…………………………………………………………………………………….
3. Do you like learning English vocabulary? Yes No
4. Do you like the method that your teachers use to teach English vocabulary
lesson? Yes No
Why?
……………………………………………………………………………………
…………………………………………………………………………………….
Section 03: Specific Use of Games in Vocabulary Learning
5. How do you usually learn new English words? (Select all that apply)
Reading books Watching videos Using flashcards
Playing games Classroom activities
6. Do you like language games? Yes No
What types of games do you use to learn English vocabulary? (Select all that
apply)
Word matching games Crossword puzzles Memory games
Online vocabulary games Board games
7. If you learn new words from games, will you remember them?
……………………………………………………………………………………
…………………………………………………………………………………….
8. How do you see using games for learning vocabulary?
……………………………………………………………………………………
…………………………………………………………………………………….
9. How do find yourself when learning English vocabulary?
……………………………………………………………………………………
…………………………………………………………………………………….
10. What specific features of vocabulary games do you find most helpful or
enjoyable, and why?
……………………………………………………………………………………
…………………………………………………………………………………….
References
Allen, V. F. (1983). Techniques in Vocabulary Teaching. Oxford: Oxford
University Press.
AL Qahtani, (2015). The Importance of Vocabulary in Language Learning and
How to Be
Taught. International Journal of Teaching and Education, III (3), pp. 21 – 34
DOI: 10.20472.
Lewis, G, Bedson, G. (1999). Games for Children. New York: Oxford
University Press.
Littlewood, W. (1981). Communicative Language Teaching An introduction.
Cambridge
University Press.