1
VIETNAM NATIONAL UNIVERSITY, HA NOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES

TEACHINJ VOCABULRY THROUGH LANGUAGE
GAMES TO THE 1

ST YEAR NON – ENGLISH MAJOR
STUDENTS AT NGHE AN JUNIOR TEACHERS
TRAINING COLLEGE


Appendix………………………………………………………………………
…… vi
List of tables and
figures…………………………………………………………… vii
Part A: Introduction……………………………………………………… 1
1.1. Rationale………………………………………………………………
………1
1.2. The aims of the
study………………………………………………………….2
1.3. Research
questions…………………………………………………………….2
1.4. Scope of the
study…………………………………………………… 3
1.5. Methods of the
study………………………………………………………… 3 6
1.6. Design of the
study…………………………………………………………….3

Part B:
Development…………………………………………………………4
Chapter 1: theoretical background……………………………… 4
I.1. Overview of teaching and learning
vocabulary……………………………… 4
I.1.1. The roles of vocabulary in language
learning………………………………… 4
I.1.2. Principles of the teaching
vocabulary………………………………………… 5

studies……………………………………………………………… 15
1.3.4 Fitness of the
study……………………………………………………………16
Chapter 2: Methodology………………………………………………….17
II.1. Background to the
study………………………………………………………17
II.1.1.
Hypothesis…………………………………………………………
17
II.1.2. Subjects of the study and the
textbook……………………………………… 17
II.2. Data
collection………………………………………………………………… 18 8
II.2.1. The data collection
instrument…………………………………………………18
II.2.2. Methods and Procedures of data
collection……………………………………19
Chapter 3: data analysis and discussion………………………… 20
III.1. Data
analysis………………………………………………………………… 20
III.2.
Discussion……………………………………………………………………
30
III.2.1
Effectiveness…………………………………………………………………
30
III.2.2.

10
Appendixes

Appendix 1: Survey questionnaire for teachers
Appendix 2: Survey questionnaire for students
Appendix 3: Inteview for teachers
Appendix 4: Inteview for teachers
Appendix 5: Sample games


Figure 4: Kinds of vocabulary games used in teaching and learning
vocabulary
Figure 5: Benefits and Difficulties when using vocabulary games in class
Figure 6: Students‟ participation in vocabulary games
Figure 7 Students‟ feeling after playing vocabulary games
Figure 8: Students‟ evaluation of effectiveness of vocabulary games towards their vocabulary
learning
Figure 9: Students‟ expectations towards a useful vocabulary game
Figure 10: Actual use of vocabulary games in class.

Part A: Introduction
1.1. Rationale
Nowadays, English has become popular all over the world, and in Viet nam, English also
plays a very important role in every field of life. This makes English become the common
language of communication. Thus, the demands for using English as a means of
communication make the English teaching and learning more and more necessary.
Different people study English for different purposes. People learn it for communicating
with foreigners, for using English as a means which enables them to understand more
about English people and country, or for promoting their positions during their lives, etc.
However, the fact which I have recognized at my college is that non- English major
students are not eager in studying English because of some reasons. First of all, non- 12
English major teachers still apply traditional method into teaching English. They always
teach students the vocabulary, grammar structures of English before practicing it. In
English lessons, teachers often explain the rules of language by

For the reasons mentioned above, the study aimed: 13
Investigating non- English major teachers and students‟ feeling and attitude
towards using language games in teaching and learning English Vocabulary.
- Finding out effectiveness and challenges of using games in teaching and learning
English Vocabulary to 1
st
year- non English major students at Nghe An Junior Teachers
Training College”.
- Providing non- English major teachers with in- depth understanding about games
and the ways of conducting games in classroom to make decisions when and how they
should organize games to keep their learners interested in learning English vocabulary.
1.3. Research questions
To achieve the above- mentioned aims, the following research questions were proposed:
1. What are teachers and students‟ perspectives towards using language games in
teaching and learning English Vocabulary?
2. What are teachers‟ current ways of using vocabulary games in the lessons?
1.4. Scope of the study
The study focuses specifically on using language games in teaching vocabulary to
1
st
year- non English majors students at Nghe An Junior Teachers Training College.
Therefore, the study limits itself to teaching and learning vocabulary only. The subjects of
the study are 80 non- English majors from three classes: K31 Chemistry - Biology, K7A
Information- Technology and K16B of The Children Teachers Training Department who
are studying “New- Headway – Elementary” and 8 non- English major teachers at Nghe
An Junior Teachers Training College.
1.5. Methods of the study

In this chapter, the important roles of vocabulary as well as vocabulary teaching
principles and techniques in foreign language teaching and learning are discussed. In
addition, an overview of language games including definition, roles and types of games,
etc. in vocabulary teaching are also presented and commented upon.
I.1 Overview of teaching and learning vocabulary
I.1.1. The roles of vocabulary in language learning and teaching
In order to communicate effectively in foreign language, learners not only own a
number of grammar structures but also master an adequate knowledge of vocabulary so
that they can understand the around world and express by themselves more clearly and
appropriately in a wide range of situations.
Many studies have proved the importance of vocabulary in language teaching and
learning. Wilkins (1972) stated that “Without grammar, very little can be conveyed,
without vocabulary nothing conveyed” (p.11). Piles and Alges, (1970) emphasizes that
“when most of us think about language, we think first about words”. (p.96). It means that
vocabulary is the central of language as words with their own characteristics enables
people not only communicate with one another but also create lots of different kinds of
discourse. Nation and Warring (2004) also states that “Vocabulary knowledge enables
language use, language use enables the increase of vocabulary knowledge, knowledge of
the world enables the increase of vocabulary knowledge and language use and so on” (p.1).
Dublin and Olshtain (1986) refer to the fact that “possessing a good vocabulary stock is
what enables many learners to use their knowledge effectively and in ways which fit their
specific needs” (pp. 111-112).
Researchers have also shown that most learners‟ difficulties are due to lack of
vocabulary. According to Nation (1990) “learners felt that many of their difficulties in both
receptive and productive language use result from an inadequate vocabulary”. (p.2).
Besides, Nagy (1989) asserts “lack of adequate vocabulary knowledge is already an
obvious and serous obstacle for many students” (p.1). 16

that students can pronounce the word correctly. Besides, for further understanding of a
word, the teachers and students need to know: the grammatical behavior of the word, the 17
collocation of the word and the associations of the word. It is very important for teachers to
provide students with an unpredictable change of form in certain grammatical contexts or
some idiosyncratic ways of connecting with other words in sentences at the same time as
teaching the base form. For example, when teaching the verb, teachers need to introduce
the present form, the past form, transitive or intransitive verb, etc. Gains and Redman
(1999) classified three main forms of word building: affixation (the process of adding
prefixes and suffixes to the base form); compounding (the formation of words from two or
more separated words) and conversion (process by which an item may be used in different
parts of speech) (p. 47). Collocation is the way in which words are combined together, and
it sounds “right” or “wrong” in a given context. In another way, collocation is defined as a
sequence of words or term which co- occur more often than would be expected by chance
(Wikipedia, the free encyclopedia). For example, when introducing words like “decision”
or “conclusion”, we must use verb “make” before these words: “make a decision” or
“make a conclusion” as well as in expressions like “by the way, on the other hand…” we
can not omit any words or add other words into these phrases.
I.1.2.2.2 Meaning
Teaching the meaning is another important aspect of vocabulary teaching. This
aspect consists of denotation, polisemy and connotation.
The meaning of a word is primarily what it refers to in the real world, its denotation; this
sort of this definition is often given in a dictionary.
According to Wikipedia, the free encyclopedia: “denotation is the surface of literal
meaning encoded to a signifier, and the definition most likely to appear in a dictionary”.
For example, „snake‟ denotes a kind of animal, legless, having a long, tapering, cylindrical
body and found in most tropical and temperate regions. In fact, the words can contain
many different meanings; one word in English often has more than one denotation, which

patient an injection‟… So, in teaching vocabulary, teachers should create more
opportunities for students to use vocabulary items effectively.
I.1.2.3 How to teach and learn vocabulary
I.1.2.3.1 Teaching spoken form first then written form
James Cook (2005) states that: “children acquire their first language in spoken form
before written”. (p.425). John Haycraft (1978) also emphasizes that “whenever possible,
teach the words in spoken form first, and only when your students can pronounce them
well, introduce the written form” (p. 47). There is no clear relation between how a word is
written and how it is pronounced. If teachers provide students with the written form first,
their students will become familiar with these forms, consequently they will make lots of 19
mistakes in reading as well as in speaking. Thus, a foreign language in general and
vocabulary in particular should be taught in spoken form first then written form.
I.1.2.3.2 Putting new words into context and getting students to practice
In the acquisition of vocabulary, second language learners often encounter
unfamiliar words and they are always in the need to understand more about unfamiliar
meanings of words. To overcome these difficulties, unknown words should be put into
contexts, as contexts help learners to work out the meaning of words from the around
world for themselves. Nagy (1997) also points out that “to infer the meaning of any
particular words encountered in context, it is helpful to know the meanings of the words
around it” (p.79). Haycraft (1978) expresses that “if the word occurs in a text or passage,
the meaning can often be deduced when the other words in the sentence are already
known” (p.47). Besides, the context also enables learners to select the most appropriate
sense of words and know how to use them in communicating with other people, as
“communication is a process, students must be able to apply the knowledge of target
language (forms, meanings and functions) in negotiating meaning. It is through the
interaction between speaker and listener that meaning becomes clear” (Larsen- Freeman,
1986, p.123). Moreover, students should practice vocabulary regularly, at any time of daily

much time and effort in expressing themselves. As a result, teachers should give students
more opportunities to identify, organize and record chunks, even in the initial stage of
foreign language learning process.
I.1.3. Techniques of vocabulary teaching
I.1.3.1 Techniques for presenting vocabulary
For drawing students‟ attention to new vocabulary items, the teachers should adopt a
large number of techniques such as verbal or visual techniques (flashcards, photographs
and pictures, wall charts, blackboard drawings, word pictures, regalia, mime and gesture,
etc.) and other many techniques such as translation, matching activities, story- writing, fill
in the blank, etc. or combine all techniques above.
I.1.3.1.1 Visual techniques
According to Gains and Redman (1986): “Visuals are an extremely useful
framework for storage of lexis, and they can be used to highlight the relationships between
items” (p.96).
This technique consists of using pictures, regalia, mime, flashcards, etc. following
Gains and Redman‟s classification (1986, pp. 103-113).
Using pictures:
This technique is the most useful „aid‟ for teaching concrete items of vocabulary 21
such as clothes, means of transport, etc. and certain areas such as places, jobs, descriptions.
Pictures can be used in explaining the meaning of words in various ways by using
blackboard drawings, wall pictures and photographs from magazines or wall charts.
Using regalia: This is the way of using real objects to show the meaning of words. By
pointing at real objects, the teacher will make the explanation of the meaning of words
more clearly to their students. Teachers can use anything in the classroom or brought into
the class: a chair, hats, cups, etc. As teaching vocabulary with real objects, teachers only
need to point to these things and ask learners describe, make sentences, repeat words.
Using mime: This technique is often used to show the meaning of words through actions

new words better and longer since new words will fade away day by day if they are not
consolidated or revised regularly. Bermheden (2002, p.8) states that “students need at least
three exercises on all new words to stand a chance of incorporating them into their store of
active vocabulary, and that should be the ultimate goal”. Teachers can employ a variety of
techniques for vocabulary consolidation and revision such as: giving a definition of a given
item, using multiple choice or gap filling exercises, matching synonyms or antonyms, etc.
Uberman (1988) points out that “Teachers can use many techniques for vocabulary
consolidation and revision: graphs, grids, multiple choice and gap filling exercises will
active the vocabulary… lists of synonyms or antonyms to be matched, sentences to be
paraphrased…” (p. 9). She adds that: “Visual aids can be of great help with revision.
Pictures, photographs, or drawing can facilitate the consolidation of both individual words
as well as idioms, phrases and structures”.
1.2. Overview of language games
1.2.1. Definition of language games
Teachers often organize games in language teaching, however, most of them are
confused as being asked questions such as “What is a game or what are differences
between games and language games?”.
Many researchers have done work in this area and have made their own definitions
of games. According to Hadfield (1987), “a game is an activity with rules, a goal and an
element of fun”. (p. 4). And Rixon (1983) has similar idea of games: “a game consists of
play governed by rules” (p.3). Most of these definitions share the common idea that a game
includes three main points. They are: a goal, a set of rules governed in a games and
players. Language games are games used in language classes. The main objectives of
language games are developing students‟ language skills and enlarge their knowledge of
language. Lewis and Benson (1999) explain this in more detail: “What differentiates
language games from other activities in the EFL classroom is presence of a visible set of 23
rules which guide the children’s actions, and an element of strategy- children must
24
(1994) states that: “Thanks to games, shy language learners will have more chances to
speak and show their feeling and opinions in English as much as they can”(p.118).
Richard- Amato (1988) has a similar idea “Games can lower anxiety, thus making the
acquisition of input more likely” (p.147) “They are highly motivating and entertaining, and
they can give shy students more opportunity to express their opinions and feelings
(Hansen, 1994, p.118). With relaxed atmosphere created by games, learners will remember
things faster and better. During playing games, learners are easy to learn new words or new
structures since they do not feel to be forced by their teachers. And Carrier (1985)
assumes: “games provide quite extensive opportunities of language practice for both
general and specific language skills and so they should be seem as an integral part of a
teaching program” ( p.6). Aydan Ersoz (2000, p.12) also affirms that: “Games are highly
motivating because they are amusing and interesting. They can be used to give practice in
all language skills and be used to practice many types of communication”.
1.3 Overview of language games in vocabulary teaching
Many researchers have shown in their studies that games contains a lot of
advantages and have been considered as a useful tool for language teaching in general and
for teaching vocabulary in particular. According to Andrew Wright (2006): “Games help
the teacher to create contexts in which the language is useful and meaningful…. Games
provide one way of helping the learners to experience language rather than merely study it”
(p.2). “Games are highly motivating since they are amusing and at the same time
challenging” (Aydan Eroz, 2000, p.1). In the field of teaching vocabulary, Ghada Sari
states that “games bring in relaxation and fun for students, thus help them learn and retain
new words more easily” (p.1). Haycraft (1978) suggests that: “there are large varieties of
word games that are useful for practicing and revising vocabulary after it has been
introduced” (p.50). Thus, teachers should employ various kinds of word games in
presenting and revising vocabulary to attract the students to learning vocabulary items.
1.3.1. Types of vocabulary games

game. In the game of guessing the word, students are divided into four or five groups and
the teacher has to prepare a number of word cards, each with a word on it. After that, the
group takes turns to get a card from the teacher and they have to make clear definition or
explanation the word for the other group to guess. The group with a good explanation will
get a point. Also, for a good and quickest guess, the group will get a point. The group with
the highest score in the end will be the winner of the game. For the game of dominoes,
students are asked to arrange the English words next to their Vietnamese equivalents. 26
Dominoes can be delivered to students by handouts or by small pieces of paper so that
students can paste them in the right place.
1.3.2. Roles of vocabulary games in teaching vocabulary
As shown above, vocabulary plays an important role in foreign language learning
and teaching. Thus, teachers must employ the most effective technique to motive learners
to learn more meaningful vocabulary items. Among the above techniques for teaching
vocabulary, games with its own characteristics are an effective way to keep learners
interested in learning new words and in revising vocabulary. Vocabulary games can create
comfortable and fun environment in which students can retain new words longer and
better. “There is also a large variety of word games that are useful for practicing and
revising vocabulary after it has been introduced” (Haycraft, 1978, p.50). Besides,
vocabulary games bring real word context into the classroom where the language is
meaningful and useful. Students have more chances to enhance the use of English in a
flexible, communicative way. Moreover, games usually involve friendly competition.
Thus, vocabulary plays an essential part in teaching vocabulary.
1.3.3 Related studies
Up to now, there have been many studies in the field of using language games in
language learning and teaching in general and in vocabulary learning and teaching in
particular. Uberman‟s research (1988) was carried out with the aim of finding out the
effectiveness of language games for vocabulary presentation and revision. She made

The studies above all show that vocabulary games bring many benefits for
vocabulary learning and teaching. However, those studies‟ the scope is rather narrow, only
in limited group of students; the researcher would like to test whether it is effective or not
as applying with non- English major students who have low level of proficiency and low
level of motivation.
In addition, the above studies were mainly carried out basing on the method of
action research. The obtained results can not be representative for a bigger group of
students. With a survey research, the researcher hopes that the study will get a more
comprehensive look about using vocabulary games for non- English major students.
Moreover, those studies focus chiefly on the benefits of vocabulary games. In my
study, I would like to have a look into not only benefits but also difficulties which teachers
and students face during conducting vocabulary games and to suggest some sollutions.
Last but not least, the researcher expects that the study will be a useful reference for
those who are teaching at the college as well as for non- English major teachers. And she
also hopes that the study will contribute a more compprehensive look in this field. Chapter 2: Methodology 28
II.1 Background to the study
II.1.1. Hypothesis
The study was carried out with the aim of testing the following hypothesis:
Vocabulary games can be used as a teaching technique to make vocabulary more
interesting.
II.1.2 Subjects of the study and the textbook
The study was carried with the participation of 80 students coming from K31
Chemistry - Biology, K7A Information- Technology and K16B of The Children Teachers
Training Department and 8 non- English major teachers who have been teaching English