VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST – GRADUATE STUDIES
o0o
VŨ NGỌC LONG
TEACHERS AND STUDENTS’ ATTITUDES TOWARDS
USING GAMES IN TEACHING AND LEARNING VOCABULARY

QUAN ĐIỂM CỦA GIÁO VIÊN VÀ HỌC SINH VỚI VIỆC SỬ DỤNG
TRÒ CHƠI TRONG DẠY-HỌC TỪ MỚI M.A THESIS (MINOR) Field: English Teaching Methodology
Code: 60 14 01 11
HANOI – 2014
VIETNAM NATIONAL UNIVERSITY, HANOI


DECLARATION

I hereby, certify the thesis entitled “Teachers and Students’ Attitude towards Using
Games in Teaching and Learning Vocabulary” is the result of my

own research for
the Minor Degree of Master of Arts at University of Languages

and International
Studies, Vietnam National University, Hanoi. The thesis has not

been submitted
for any degree at any other universities or institutions. I agree that

the origin of
my paper deposited in the library can be accessible for the purposes

of study and
research.

January, 2014
Vũ Ngọc Long

iii

ABSTRACT

This study has been conducted to investigate Teachers and Students’ Attitude
towards Using Games in Teaching and Learning Vocabulary.
The subjects of the study are thirty twelfth-grade students and thirty English
teachers from different high schools in Chi Linh District in the school year 2013 –
2014. The data have been collected via questionnaires. The findings exhibit that
although language games enable teaching and learning vocabulary to be better, they
are not often made use of in language classes. The study confirms that even though
vocabulary games add interests and motivate students to learn, they have not got
many opportunities to get involved in those activities. Although many high school
teachers recognize the effectiveness of vocabulary games, the majority of them are
not willing to design, or to conduct such activities for word teaching.
Based on the findings, the researcher proposes some recommendations for teachers
and students to teach and learn new words by using language games.
2.2. Findings and discussion 15
2.2.1. Findings 15
2.2.2. Discussion 27
2.2.3. Implications 28
PART C – CONCLUSION 29
3.1. Summary of the study 29
3.2. Limitations of the study 29
v

3.3. Suggestions for further studies 30
REFERENCES 31
APPENDIXES I
APPENDIX 1 I
APPENDIX 2 III
APPENDIX 3 V

techniques.
In Chi Linh District, the translation method is officially applied to word teaching in
high schools. New words are normally delivered to students with their meanings
explained by teachers, which is very time-consuming. For most of the students,
learning new words is a boring task. What they do is to listen to the words they need
to learn, looking up for their meanings in the dictionary, and then write those words
again and again. The process is repeated until language learners remember the
words, yet they find it difficult to keep these words in their long term memory. It
can be considered the result of a less impressive new-word learning way.
Vocabulary games have been proved beneficial to word teaching. Language games
can motivate students in the English vocabulary learning process. By using
vocabulary games in language classrooms, teachers can help students make use of
2

their words to interact with other classmates, and get to know more words through
oral communication. Besides adding elements of fun, games can help store a long
lasting word source in students’ long-term memory. However, language games are
quite new activities to language teachers and learners of some high schools in Chi
Linh District. They are not often properly exploited. Some students say they seldom
play language games in leaning words in classes. Some teachers hardly ever design
any lessons including vocabulary games. Their students therefore seldom have a
chance to learn new words through vocabulary games.
Thus, the present study has been carried out to investigate the attitudes of teachers
and learners towards games for teaching and learning vocabulary.
2. Research questions
The research focuses on finding the answers to the following question:
What are the attitudes of teachers and learners towards using games in
teaching and learning vocabulary?
3. Objectives of the study
This study has been carried out in order to discover:

investigation, elaborates contributions of the research, puts forward practical
suggestions for future research, and addresses notable limitations as well.

4

PART B – DEVELOPMENT
CHAPTER I: LITERATURE REVIEW
1.1. An Overview of Vocabulary Teaching
1.1.1. Definitions of vocabulary
There are different definitions of vocabulary. Linguistic scholars describe
vocabulary with their own sets of criteria, depending on the areas they base on to
develop the term. Vocabulary is commonly defined as “a list of words with their
meanings, especially in a book for learning a foreign language.” (Oxford Advanced
Learner’s E-Dictionary, 2010).
McCarthy (2004, p. 5) states that “vocabulary items are not often single
orthographic units, but rather multi-word units.” This means speakers tend to use
words which can be put together to make sense rather than using an equivalent
number of individual words.
Vocabulary “may be individual words, or full sentences – institutionalized
utterances – that convey social or pragmatic meaning within a given community.”
(Lewis, 1993, p. 89). Besides, Grave (2000) considers vocabulary as the whole
stock of words of a branch of language possessed by every learner.
Although the definitions are not the same, scholars tend to describe
vocabulary items more than single words. Vocabulary therefore covers a bigger
aspect of language and it is the medium for language learners to express their ideas.
We can consider vocabulary as the backbone of a language. From what have been
stated and suggested by scholars and linguists, vocabulary can be seen as all of the

reasons for acting or thinking in particular ways” (Oxford Advanced Learner’s E-
Dictionary, 2010). Thus, any teachers who even are practising teaching English
regardless of following any courses namely “teaching principles,” they are actually
teaching their language learners what they believe the best to teach. Those teachers
tend to take the advantages of language aspects they are interacting with students.
Their own rules may be traditional or the same to current principles being applied at
present time. And again, knowledge of word teaching principles basically enables
6

language teachers to concretely name and plan what about words they are teaching
to their learners.
Thornbury (2002, p. 15, 16) recommended that we teach nine aspects of a word to
language learners. The word knowledge includes the spoken form, the written form,
the meaning(s), the grammatical behavior (verb or noun, whether it can be used
passively, etc.), the collocations of the word, the word’s derivations, the register of
the word (spoken and written), the word’s frequency, and the connotations.
Hubbard et al (1989) and Nation (2003), cited by Huong et al (2011), suggeste eight
principles of teaching vocabulary as following:
- The spoken word form should be taught and learned first in order to help
students avoid pronouncing the words the way they are written.
- Present new words in a memorable way to help language learners remember
better.
- Make sure that language learners have understood new words, even when the
words have been well presented.
- Give students opportunities to practise the words having learned in context.
- Revision is needed for language learners.
- Choose the higher frequency words for teaching and spend more time
practising them than the lower ones. This should contribute to building
language learners’ active source of words.
- Teaching words as units for language beginners to develop their fluency

recommends that language teachers write the words on the board. It is a good way
for teachers to bring or use real objects available in the classroom to show students
the meaning of the words. Besides, using pictures by either drawing or preparing
before the lesson can help learners guess the meaning of new words. There are
words whose meanings can be revealed by using mime. Teachers use their body
gestures, actions or facial expressions to show the word meanings. Using visual
techniques to show the word meanings makes teaching vocabulary direct,
8

interesting and impressive. As Doff (1998, p. 14) states: visual technique “is a very
effective method” for teaching words to students. Giving examples to show the
meanings of words in contexts is also a good way to present words. However,
language teachers should show word meanings by simple sentences. Examples
should be easy-to-understand, especially for learners who do not have strong
vocabulary. Doff also suggests that teachers combine “different techniques” when
teaching new words to learners. This is a practical idea because language teachers
often take advantages different methods and techniques to help their students learns
vocabulary betters. To show the meaning of a word, a teacher can employ pictures,
use his facial expressions, give examples, and translate the word into students’
native language. This combination is often very useful and effective.
Gairns and Redman (1986, p. 73) suggest using flashcards, charts, and using objects
when teaching words denoting concrete items, such as food, or furniture. The
techniques are also useful for teaching vocabulary of places, people description, and
their activities. This method will result in LLs’ quick understanding of the language.
Mime and body gestures are also recommended for vocabulary visual teaching
techniques. By giving situations to demonstrate the words and using gestures,
teachers will help students consolidate their knowledge.
1.1.4.2. Using verbal techniques
When language teachers have to teach words that are abstract, Gairns and Redman
(1986, p. 74) suggest that they use illustrative situations (oral or written). To make

element of fun. According to the definition, games help teachers create language
learning activities, and set the objectives. Studying language is a hard job, and so is
learning new words. Students have to make efforts to grasp word meanings,
pronounce accurately, and manipulate those words. And of course, language
learners have to work hard over a long period of time. Language games can help
students remain their interest and motivation to learn naturally. Besides, games
enable language teachers to create the contexts in which words are meaningful.
10

Lewis (1999, p. 5) regards language games as task based. In this sense, English will
be a tool that helps learners achieve language goals. To participate in a language
game, students will learn a set of rules that guides their actions and strategies.
Games offer them chances to apply language and build up language skills. They are
good challenges to learners’ thoughts. The games’ rules enable LLs’ decision-
making to get better.
Some of the language games are carried out by groups or pairs of learners, language
games, therefore, are competitive. They encourage learners to try to win the prizes
or to beat other groups. By involving in playing language games, students can have
fun, relax, exercise, and compete with their classmates. This brings about
impressive learning, and which help students remember the lesson better. On the
plus side, vocabulary games enable learners to pronounce words clearly and
accurately to make others understand them.
1.2. Classification of language games
1.2.1. Categories of language games
In term of categories, Hadfield (1996, p. v) divides language games into linguistic
games and communicative games. According to what he has stated, accuracy is the
goal of linguistic games. In contrast, the goal of communicative games is successful
completion of exchanging information tasks, pictures or chart filling, card matching,
not language production.
1.2.2. Types of language games

with each other, they attend to word forms and word meanings better because they
really interpret and manipulate the words. Games are also sources of fun and
pleasure for both teachers and learners while teaching and learning words. This is
the reason why using games for working with words is a good choice, which makes
language lessons more creative and funny.
1.4. The previous studies
There are different studies focusing on teaching and learning vocabulary. Thao
(2011) carried out a study on improving learning English vocabulary through games.
She has claimed that vocabulary games have helped students improve their
12

vocabulary acquisition. The similar results were found by Dung (2011) when she
did a research on employing checking techniques in teaching words to investigate
language teachers’ attitudes towards this method. To explore the effects of games
on helping learners to retain word meaning, in Mai’s study (2010), she considered
games positive activities that were effective to help learners remember words better.
games help them learn new words better. The next question lets us know how many
students choose to learn vocabulary by playing games when they have choices. The
last three questions point out if students really get involved in learning words by
games.
Three questions are used to reveal the attitudes of language teachers towards using
games for teaching words. The next three questions help explore whether language
teachers are willing to apply games, or use games as tools, the frequency of using
14

games for teaching words. The last question discloses whether the teachers have
intention to use games for teaching words in the future.
2.1.3. Procedures
The data collection includes three stages:
Stage 1: The questionnaires are designed carefully. The students’ questionnaire is
in both English and Vietnamese. The teachers’ questionnaire is in English only. At
first, ten questionnaires were delivered to different language teachers and students
to make sure that the questionnaires are legible and relevant. The researcher then
has made some changes to the questionnaires to increase their validity and
reliability.
Stage 2: The questionnaires were delivered to thirty language teachers and thirty
twelfth-grade students. The instructions were clearly explained to the respondents.
The researcher was with the respondents offering help to make sure that all the
questionnaires had been conveniently completed.
Stage 3: All the data from questionnaires were collected, encoded into tables and
charts to analyzed and contrasted to get answers to the research questions.
Chart 2. Teachers’ agreement that games create meaningful contexts for word
teaching
The pie chart indicates the majority of teachers prefer to use games to help language
students learn and manipulate their words in proper contexts. It is understandable
because games enable language students to communicate successfully and
effectively. They certainly have to use their own words and ask for other learners’
help when necessary. The lexis items are vividly designed for students by getting
involved in the games. The other 43 % of language teachers disagreed or had no
idea of using games to create appropriate learning contexts to learners. These
teachers may be accustomed to using other techniques to introduce new words to
students other than using vocabulary games. In conclusion, games are generally
thought of as tools to put vocabulary into suitable situations to be learned and
practised. Using games on this purpose is still popular among language teachers
although not all of the teachers take advantages of positive impacts of games.
17

Question 3. Do you think that games for teaching words are time-consuming
activities? Chart 3. Teachers’ viewpoints of teachers towards word games as time-consuming
activities
As shown in the bar chart, the teachers who subscribe to the view that games are
time-consuming activities account for 46.67 %. This trend reveals the real situation
of applying games to teaching words. About 23 % have no idea about using games
to learn vocabulary while thirty % of the teacher do not think that word games are
time-consuming. These teachers may be capable of conducting word games. The
teachers who have no idea about the issue are probably not interested in using
games, or never aware of them.
Question 4. Do you agree that vocabulary games should be introduced when