VIETNAM NATIONAL UNVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES

M.A MINOR THESIS STUDY ON USING LANGUAGE GAMES IN WARM-UP ACTIVITIES
TO MOTIVATE 10TH GRADE STUDENTS TO LISTEN IN LISTENING
LESSONS IN DUONG XA HIGH SCHOOL
(Nghiên cứu về việc sử dụng trò chơi ngôn ngữ trong các hoạt động
khởi động để khuyến khích học sinh lớp 10 học nghe ở trường THPT
Dương Xá)

M.A Minor Programme Thesis
Field: Methodology
Code: 60 14 10
By: Nguyen Thi Kim Cuc

Hanoi, 2010


Hanoi, 2010

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Table of Contents
Candidate‟s statement i
Acknowledgements ii
Abstract iii
List of tables and charts vii
part one: Introduction 1
1. Background to the study …………………………………………………………… 7
2. The aims of the study …………………………………………………………… 7
3. The scope of the study …………………………………………………………… 8
4. Research questions …………………………………………………………… 8
5. Method of the study …………………………………………………………… 8
6. The outline of the thesis …………………………………………………………….8
part two:
Development
4
Chapter one: Literature Review 4
1.1. Games 4
1.1.1. Definitions of Game ……………………………………………………………4
1.1.2. Features of a quality game 5
1.1.3. Roles of games ………………………………………………………………6
1.1.4. Procedures in using games to improve listening skills ………………………8
1.1.4.1. Before using games 8
1.1.4.1.1. Preparation ………………………………………………………………8
1.1.4.1.2. Organizing class
………………………………………………………………15
1.1.4.1.3. Giving instructions ………………………………………………………9

Chapter three: Data Analysis …………………………………… 19
3.1. Questionnaire …………………………………………………………………… 19
3.1.1. Students‟ view on listening skill …………………………………………… 19
3.1.2. The fact of using language games in warm-up activities …………………… 19
3.1.3. The difficulties before, while and after playing language games …………… 26
3.1.4. Students‟ attitude and preference on playing language games …………… 27
3.1.5. Effectiveness of language games in warm-up activities in listening lessons
…………………………………………………………………………………… 28
3.1.6. Suggestions of using language games in warm-up activities in listening lessons
…………………………………………………………………………………… 29
3.2. Interview …………………………………………………………………….29
3.3. Class Observation …………………………………………………………….30
Chapter four: Findings and Recommendations …………….32
4.1. Findings …………………………………………………………………….32
4.1.1. The benefits of using language games in warm-up activities in listening lessons
……………………………………………………………………………………32
4.1.2. The frequency of using language games ……………………………………32
4.1.3. Difficulties in organizing and playing language games …………………….33
4.1.4. Suggestions on using language games in warm-up activities in listening lesson
……………………………………………………………………………………33
4.2. Recommendations …………………………………………………………… 33
4.2.1. Takings the students‟ personal factors and proficiency into consideration …… 34
4.2.2. Using language games in a flexible and appropriate way …………………….34
4.2.3. Using variety of language games ……………………………………………29
4.3. Sample work ……………………………………………………………………29
part three: Conclusion ……………………………………………………40
1. Summary of the study …………………………………………………………….40
2. Limitations and suggestions for further study …………………………………….41
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part one: Introduction
1. Background to the study
Nowadays, English is becoming more and more popular all over the world. It is not
only considered as the mother tongue in many countries but also used widely in the world
as an international language. It is the language of politics, science, technology, commerce,
tourism, sports, ect. In Vietnam, English has become a compulsory subject in the
curriculum at many secondary schools. In text-book, students have to learn four skills
(listening, speaking, reading, and writing) among these skills listening is a very important
skill for the purpose of communication. Nevertheless, listening does not receive adequate
attention from both teachers and learners. In English classroom, teachers are mainly
concerned with teaching what students are tested in the exams, which is known as teaching
to the test phenomenon. As a result, after graduating from school, students are good at
using grammar structures and vocabulary, but find difficult to listen English naturally. In
listening lessons, students usually feel bored and frightened. To motivate and encourage
students to learn listening is not an easy task for teachers. At the beginning, to stimulate
students to learn, warm-up activities should be stressed. Using language games in warm-up
activities becomes a good choice.
The main reasons above lead me to my choice of the subject: Study on using language
games in warm-up activities to motivate 10th grade students to listen in listening lessons
in Duong Xa high school.
2. The aims of the study
The study will emphasize on the main following purposes:
 Providing the basic literature review in terms of listening, motivation and language
game.
 Investigating the effectiveness of using language games in warm-up activities in
listening lessons of grade 10 in Duong Xa high school.
 Providing some suggestions and implications for the improvement of listening
teaching in Duong Xa high school in terms of using language games in warm-up
activities.

Part three: Conclusion

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Appendix consist of the Questionaire for students, interview questions, Observation of
Unit 12, 13 and 14.

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Part two: Development
Chapter one: Literature Review
1.1. Games
1.1.1. Definitions of Game
So far, many different definitions of game have been made. In the Oxford
Advanced learners‟ dictionary of current English by A.S. Hornby (2005), game is an
activity or a sport with rules in which people or teams compete against each other. It
means that students play game for their own sake, for fun, for the competitive ambition.
Besides, Hadfield (1984), the writer of the book “Communicative Games” states that, “A
game is an activity with rules, a goal and an element of fun.” This is summed up very well
by Gibbs (1978: quoted in Rixon, 1981:60), “ A game is an activity carried out by co-
operating or competing decisions makers seeking to achieve, with a set of rules, their
objectives.” Although the concepts of game are developed in various ways, all the above
mentioned definitions refer to some common characteristics. Firstly, games are activities
governed by rules. Secondly, games are for fun. Thirdly, there must be goals and objectives
in games.
A language game also shares the similar characteristics with the ordinary game.
However, language games mostly involve in developing and improving language skills.
Greenal (1984) has defined games as one kind of activity which is used to consolidate
language already taught or acquired, and which occurs during the free stage of a lesson or
during occasions such as English club meetings. And the term game “is used whenever
there is an element of competition between individual students or teams in a language
activity.”

of a game must include relevant language in game. Then, the students can enjoy and value
a game if the content and language used are relevant to them. (Wright A, Betteridge. D and
Buckby. M (1983:3))
Fourthly, another important feature of a language game is the variety of the game
teachers use. It is claimed by Hadfield, J (1990) that “Variety is important in language
teaching, and a succession of games based on the same principles, thought exciting and
novel at first, would soon pall.” The techniques used by teacher included guessing,
information gap, searching, matching, exchanging and collecting, combining and card

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games, problems and puzzles, role play and simulation techniques. It is obvious that the
variety of forms and games is essential to help teachers attract and interest their students
during the lessons.
Fifthly, it is vitally important that the games be interesting, simple and easily
comprehensible. (Jefitc. D (1986)). The games should be interesting so they have to
contain an element of healthy competition. Games should be quite simple in order to all
members to understand the rules efficiently for active participation. And they should be
easy to understand which require an appropriate vocabulary level
Another “essential ingredient of a game is challenge.” (Wright, Betteridge and
Bucky (1983:4)). And to Wright, “challenge is not synonymous with competition.” Then
most of them strengthen the element of co-operation of games. For example, quality games
should be co-operative games rather than competitive games.
In a word, there have been a few different views about features of a good language
game. Nevertheless, the elements of meaningful contexts, information gap, opinion gap,
relevant content and language as well as co-operation would be taken into account if the
teachers want to constitute a good game. It may be hard to say what the best game is
because it depends on many factors such as certain situation, certain students and each
teacher, and other factors.
1.1.3. Roles of games
Games are often wrongly regarded as an end of term activity or something to fill in

competence in a context where they feel psychologically secure.” Greenall (1984: 7)
Moreover, language games are considered to be less likely troubled by the fear of making
mistakes because the consequences of inaccuracies and misunderstandings are fictitious
and have no real significance. And therefore, students can build up their confidence by
learning from their mistakes. He summed up that the language games and activities can
“provide free and spontaneous practice of the language learnt in conditions lying half way
between the controlled context of the formal lesson and the real life situations outside the
classroom.
While Wright, Betteridge, and Buckby (1984: 1) point out that, “Games help and
encourage many learners to sustain their interest and work.” Games also can provide
intense and meaningful practice of language, and then they must be regarded as central to a
teacher‟s repertoire. Moreover, games can be found to give practice in all skills (reading,
listening, writing, and speaking), in all stages of the teaching and learning and for many
types of communication.
Besides, Carrier (1980) draws out some advantages of language games:

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 Games add variety to the range of learning situations.
 Games can be used to change the pace of a lesson and so maintain motivation.
 Games can be used to punctuate long formal teaching units and renew student‟s
energy before returning to more formal learning.
 Games can give „hidden‟ practice of specific language points without students
being aware of this.
 Games encourage student participation and can remove the inhibitions of those who
feel intimidated by formal classroom situations.
 Games can change role of the teacher from that of formal instructor to that of
manager or organizer of activities that students enjoy participating in. this can be useful
in reducing teacher-student distance or conflict.
 Games can increase student-student communication, and so reduce the domination
of the classroom by the teacher.

According to W.R. Lee, because the learners especially the young children will feel
safe and confident when they are sitting in pair or group work, the division of class into
teams or groups should not be changed and redone on every occasion.
In conclusion, each teacher should base on their teaching conditions to decide what
arrangement should be made to suit their students.
1.1.4.1.3. Giving instructions
To make the learners understand the rules of games and know how to play games,
the instructions given are very important. Each game has its own specific instructions, but
several general points can usefully be made.
The instructions of the teacher must be ensured that they are clear, simple, precise
and explicit so that the students, who in any case have language difficulties, will not be
confused and understand the instructions.
Another point is that it will be vitally important to let students ask questions. The
teacher should sit with the students and pose questions himself, both as a demonstration
and as a prompt when students are unsure of what to do next.
In addition, all the rules of the game should be provided as well as the system of
scoring in order to avoid the students‟ confusion and trouble latter. Also the students
should be announced the time limit for the game. It is not easy to predict how long a game
may last, however, it is important for the teacher to consider these points when preparing
for a game:

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1. What is the minimum amount of time needed to play this game once?
2. Is it likely that the class will wish to play the game several times over?
3. What is the maximum amount of time available in the lesson?
In brief, the instructions given by teacher are very important and necessary to step by
step interest the learners to participate in the games.
1.1.4.2. When using game
This stage is the main part in game playing process. In this stage the teachers have
to control class, correct the mistakes and score the students.

making mistakes is not a big problem. If students are afraid of making mistakes and keep
silent, they will learn little. However, the students who know of making mistakes are
involved in playing game process can learn much more than the former. According to
Micheal Carrier, correcting mistakes “must be left up to individual teachers to decide
whether or not students‟ language errors should be corrected during or after a particular
game.”
Because correction may reduce students‟ motivation, it is suggested that it should
not be too prominent. It means that the teacher should not correct every mistake at any
time, in any where. It would be preferable for the teacher to make a note of major errors,
and then correct them. When a small group of students are working together and copying
each other‟s mistakes, in this case, it is advisable for the teacher to correct mistakes. In less
structured situations, such as role-playing or communication games, correction should be
avoided where it would be over-intrusive on the part of the teacher. If the students can
correct himself or herself, it would be very good. The teacher should increase self-
correction or peer‟s correction.
All in all, the teacher should be careful when deciding to correct the mistakes or not
to take advantages of playing games.
1.1.4.2.3. Scoring
According to Lee.Wr, 1979:7, the thing the teacher should take in account is that
“psychologically, it is better to give points for success than to false them away for failure,
even if this procedure keeps the scores very busy.” It is obvious that the students will have
the feeling of success and therefore, it will stimulate them to lake more effort. There are
many ways of recording scores. The following ways of recording scores are suggested by
WR, Lee (1979:8) and Selagh Rixon (1988:62)

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 Noughts and crosses
 Climbing ladders
 Climbing the mountain
 Hangman (build up one line at a time)

As language games are used for language teaching, it is necessary for the teacher to
summarize what language points or skills the language games focus on. The main point of
this is to show the students that what they do with language is interesting. To do this, the
teacher can ask some students to repeat the main language points in the games or ask them
to tell the purposes of the games they have just played. In conclusion, the teacher should
consider their teaching conditions to decide what to do in each stage.
1.2. Teaching Listening
1.2.1. Definition of Listening
There has been also the idea that listening comprehension is an active process of
constructing meaning and this is done by applying knowledge to the incoming sound, so he
makes a conclusion as follows, “comprehension is affected by a wide range of variables,
and that potentially any characteristic of the speaker, the situation or the listener can affect
the comprehension of the message”. (Buck, 2001, p.31)
According to Willga (1966), “listening comprehension is not a skill which can be
regular mastered once and then ignored while other skills are developed. There must be
regular practice with increasingly difficult material.” The conception of bottom-up and top-
down processes in comprehension are mentioned by some authors Lynch (1988), Rubin
(1994) and Rost (2002). Listeners use top-down processes when they use context and prior
knowledge to build a conceptual framework for comprehension. And they use bottom-up
processes when they construct meaning by accretion from phoneme-level to discourse
level features. Both processes are equally appreciated nowadays, they should be applied
properly in a specific context and for certain purpose of listening. Rixon (1986) divided
listening comprehension into two types: Extensive and intensive listening. Intensive
listening is often practised more frequently in the language classrooms. The learners are
asked to listen to a passage with the aim of collecting and organizing the information it
contains. Intensive listening usually gives the learners the challenge and encourages them
to overcome. This helps the learners to develop their listening skills. As teachers do more
detailed work on language, the learners can understand what they are listening to.

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1.2.2.3. Post-listening
Post-listening activities in post-listening stage are done after the listening is
completed. Some post-listening activities are extensions of the work done at the pre-
listening and while-listening stage and some relate only loosely to the listening text itself.
According to Underwood (1989), the first purpose of post-listening activities is to check
how well the students understood and whether they have completed the listening task. The
second purpose is to reflect on why some students have failed to understand or miss parts
of the passage. The next is to expand on the topic or the language of the listening text. The
fourth purpose is to give students opportunity to consider the manner and attitude of the
speaker in the listening text. In addition, the general factors listed in pre-listening and
while-listening , Underwood (1989) indicates that the attention should be given to the
following factors in selecting post-listening activities: How much language work you wish
to do in relation the particular listening text; whether there will be time to do much post-
listening work at the end of the listening lesson; whether the post-listening work should
consist of speaking, reading or writing; whether the post-listening stage is seen as an
opportunity for pair or group work; whether it is necessary to provide post-listening
activities which can be done outside the classroom; how to motivate the chosen activity
will be and whether it can be maybe more motivating.
1.3. Motivation
1.3.1. Definitions of motivation
The definitions of motivation are numerous and varied.
Brown, H.D (1994) defines that “motivation is the extent to which you will make choices
about goals to pursue and the effect you will devote to that pursuit”
Ur (1996) considers motivation difficult to give a definition, motivation in terms of
„motivated‟ learners, that is, learners who are willing to involve themselves in learning
activities to progress. Therefore, teaching and learning can become much easier and more
pleasant when there is learner‟s motivation. In general, motivation is defined as internal
forces and external drives that encourage and energize people to achieve their goal.


2.1.1. The 10th form students
This study mainly focus on 10
th
grade students at Duong Xa high school. Most of
them have learnt English since grade 3. They are mostly from rural area. Most of them
learn English at class only. They learn it because it is a compulsory subject at school.
Perhaps they should have general knowledge of grammar and an active vocabulary which
they can use mostly in written form. However, they can hardly understand the tape as well
as natural English. Because they find it difficult to hear anything when learning how to
listen. However, the majority of the students are aware of the importance of learning how
to listen in a foreign language in general and English in particular.
2.1.2. The teachers
There are ten teachers of English at Duong Xa high school, six of them have been
interviewed in this research. Their ages range from late twenties to fifty years old, all of
them female. The years of teaching English are also different, minimum level of three
years and maximum nearly thirty years. Most of them have University Bachelor‟s Degree,
one Master Degree, and the others have taken the in-service training courses. Without
doubt, all the teachers at Duong Xa high school are experienced and enthusiastic in
teaching. They are willing to help their students overcome their difficulties in learning
English generally and in listening particularly.
2.2. Data collecting instruments
2.2.1. Survey questionnaire
The survey questionnaire was delivered to the 10
th
form students at Duong Xa high
school. This questionnaire consists of 11 questions. Question 1 aims at finding students‟
view on listening skills. Questions 2 and 3 were designed to find out the fact of using
language games in warm-up activities. The 3 next questions ( question 4,5, & 6) designed
to ask students about their difficulties in playing language games. Questions 7 to 10 ask for
students‟ attitude and preference on playing language games. The last question aims at


A
B
C
D
notes
Numbers of
students
16
56
15
3 Table 1: Students’ view on listening skill
As clearly seen from the table, most of students, 56 students out of 90 think
listening is a difficult skill. 16 students think listening is a very difficult skill, 15 students
thinks it is not very difficult, it is a normal skill, and only 3 of them think it is easy to learn
listening. Therefore, the majority of students find it hard to study listening skill. The
teacher, therefore, should encourage students to learn listening by some ways, language
games may be their choice.
3.1.2. The fact of using language games in warm-up activities
Question 2 and question 3 mention about the fact of using language games in
warm-up activities. Question 2 asks about the frequency of using language games in warm-
up activities, the results will be summarized in the chart below:
23.30%
62.20%
14.50%
0%
0.00%

listening lessons, the researcher carried out 3 questions: question 4, question 5 and
question 6 as seen below
41%
59%
55.60%
44.40%
54.50%
45.50%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Before While After
No difficulties
Having difficulties

Chart 2: The difficulties before, while and after playing language games