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47Central Asian Research Journal For Interdisciplinary Studies (CARJIS)
ISSN (online): 2181-2454 Volume 2 | Issue 11 |November, 2022 | SJIF: 5,965 | UIF: 7,6 | ISRA: JIF 1.947 | Google Scholar |
www.carjis.org DOI: 10.24412/2181-2454-2022-11-343-347
TEACHING VOCABULARY WITH THE USE OF GAMES FOR EFL AND
ESL STUDENTS
Shaxnoza Izzatjon qizi Mamajonova Nilufar Muzaffar qizi Rajapova
Students Tourism Faculty of Chirchik Pedagogical University Scientific supervisor: Sohila Aminova Abduhalimovna
ABSTRACT
This study is aimed to dissect how to teach vocabulary effectively in a shortcut way. In this paper, author listed several funny and fruitful games in the process of teaching vocabulary. EFL and ESL students face some difficulties in learning vocabularies by heart such as remembering many words or not using them in making sentences. Hence author suggested games to teach students during enriching vocabularies.
Keywords: Games, teaching vocabulary, game-based activities, EFL and ESL students.
INTRODUCTION
Games can be incorporated into the class at any point once the target language has been introduced and explained. The opportunity to utilize them freely and as a means to an objective rather than as their own reward serves as both a memory aid and a repetition exercise. Additionally, they can be used as a diagnostic tool by the instructor so they can identify problem areas and implement the necessary corrective measures.
Vocabulary plays a vital part in learning a new language. Speaking, listening, reading, and writing are the four skills that it connects. Students should learn an adequate amount of vocabulary and be able to apply it correctly in order to communicate effectively in a foreign language. The teacher can generate a variety of circumstances for the pupils to use language in communication, information exchange, and opinion expression by using games.The study's objective is to show that playing a language game is one of the best ways to learn new words.
We must perform the following actions in order to succeed:
1. to enumerate what vocabulary is in our knowledge;
2. to determine the function that memory plays in learning words;
Central Asian Research Journal For Interdisciplinary Studies (CARJIS)
ISSN (online): 2181-2454 Volume 2 | Issue 11 |November, 2022 | SJIF: 5,965 | UIF: 7,6 | ISRA: JIF 1.947 | Google Scholar |
www.carjis.org DOI: 10.24412/2181-2454-2022-11-343-347
3.to carry out an experiment on students in the fifth and sixth classes;
4.to come up with teacher recommendation ideas.
Different kinds of vocabulary games are the subject of the study. Researching, describing, and conducting experiments are the research methods.
A role of games in teaching vocabulary
Vocabulary is crucial when learning a new language. A person's language's set of well-known words is known as their vocabulary. A helpful and essential tool for communication and knowledge acquisition, a vocabulary often develops with age. If language structure makes up the skeleton of language, then it is vocabulary that provides the vital organs and flesh. (Harmer, J.) It is one of the components that ties speaking, listening, reading, and writing together. Students should learn a sufficient quantity of words and be able to apply them correctly in order to communicate effectively in a foreign language. Students are aware of the value of vocabulary when learning a language, yet because of a variety of variables, the majority of students learn vocabulary passively. They find it dull when the teacher explains a word's meaning or definition, pronunciation, spelling, or grammatical function. In this example, language learners in a vocabulary study segment have no choice but to listen to their teacher. Second, when it comes to learning new terms, pupils solely consider acquiring their fundamental meanings. As a result, they disregard all other word functions. Third, teachers often only provide new terminology to pupils during class or when they read it in their textbooks. For instance, students may come across a number of unfamiliar phrases in a text and request that the teacher clarify their definitions and context. Fourth, many students are unwilling to take chances while applying what they have learned. Students may assume they "know the term" because they can recognize it in written or spoken form, but they may not be able to utilize it correctly in various contexts or pronounce it correctly.
Games as an effective way of learning new words
English language learners must contend with strange vocabulary as they learn the language. Learners should take part in various task-based activities in their classroom, such as guessing tasks, describing exercises, and conversation-starting exercises, in order to learn and retain new terms. These exercises also contain vocabulary games, which put a specific emphasis on assisting students in developing and using words in various settings by making the sessions interesting. Investigating if and how kids learn language through games is therefore crucial. Vocabulary is typically taught in conjunction with courses in speaking, listening, reading, and
Central Asian Research Journal For Interdisciplinary Studies (CARJIS)
ISSN (online): 2181-2454 Volume 2 | Issue 11 |November, 2022 | SJIF: 5,965 | UIF: 7,6 | ISRA: JIF 1.947 | Google Scholar |
www.carjis.org DOI: 10.24412/2181-2454-2022-11-343-347
writing rather than as a separate subject for pupils to master. In addition to applying new terms taught by the teacher and their peers to classroom activities, students employ their own vocabulary during the lesson and also learn new words during this time. The idea of acquiring a list of new terms with meanings in their native tongue without any actual context practice is what many English language learners have in mind when they think of vocabulary. When learning new words, many students might go to a bilingual dictionary to look them up and discover what they mean or how to use them. They might even jot down lines of unfamiliar phrases without knowing how to utilize them in context. Working in this manner, many students may quickly discover that memorizing vocabulary lists does not please them, and they may believe that this is due to their poor memorization skills. This is not an especially efficient method of learning, according to research and publications. In contrast to the conventional approach to learning and teaching, communicative language teaching (CLT) involves having students participate in a variety of worthwhile activities with various tasks. By encouraging students to participate in the lessons, this will enhance their communicative competence. Lightbown and Spada stress the importance of motivation. They emphasize that «The principal way that teachers can influence learners' motivation is by making the classroom a supportive environment in which students are stimulated, and engaged in the activities». Motivated learners have a better chance of learning vocabulary successfully; unmotivated ones will have a lesser chance of success. Thus, in order to enhance learners' learning of vocabulary, they need to be motivated to play a game or to complete a task, and with the enjoyment achieved, learning the lexis occurs smoothly (Lightbown, P., M. & Spada.N)
Foreign language games
1.Two classics: Charades & Pictionary
These two are timeless and most likely don't require any instruction. Played between two teams of equal size, charades and pictionary are competitive games. Each team is made up of 1,000 screaming people and one maniacal gesticulator or fuzzy artist. Ask the team captain to choose a word from a vocabulary list, then gesture or sketch the word for his teammates to properly guess. A turn lasts 45 seconds for each team.Don't forget to include verbs like dance, catch, run, shout, eat, swim, and jump in there since charades are a very entertaining way to learn verbs. For learning nouns, pictionary is a great tool. It is simple to sketch things like cups, books, balls, doors, and apples. They may help your students feel more confident
Central Asian Research Journal For Interdisciplinary Studies (CARJIS)
ISSN (online): 2181-2454 Volume 2 | Issue 11 |November, 2022 | SJIF: 5,965 | UIF: 7,6 | ISRA: JIF 1.947 | Google Scholar |
www.carjis.org DOI: 10.24412/2181-2454-2022-11-343-347
about the subject.
2. Translate-athon
Your pupils can participate in this game independently while seated. Giving each student the lyrics to a well-known song in the target language is a translation practice called a "translate-athon." Their task is to translate as many words as they can.
You can change the rules by asking them to just translate verbs, nouns, or adjectives. Alternatively, you might start with English then translate into the target language.
Allocate 15 minutes for the class. Tell them to swap papers after that, and have the class grade the papers. Take the time to go over the lyrics as a whole after you've given them the accurate translations. Tell the class the song's origin narrative if there is one, of course.
3.Simon says
Verbs, nouns, and even adjectives can be taught using Simon Says.
Keep a list of commands close by since, of course, you are Simon. Only two guidelines govern the game: The instruction should be followed if it starts with "Simon Says." Everyone should remain still if it doesn't. Simple enough, huh? Test it out in a different tongue.
Two teams should be formed from the class. A team member is sent to the front of the class for each round. Your back should be to the class, and the two students should be facing the group. Each round will have three commands. A new group of representatives takes the stage following the round. Adapt the commands to the skill levels of your students. Consider adding some English to the commands for brand-new users. Therefore, you may say in a German class, "Simon says, touch your ohren (ears)!" or "Simon says, sit on the ground!". Always maintain a high level of energy when facilitating the games.
4. Post It.
This game gives the vocabulary terms a visual component by connecting them to the real items, making it the perfect tool for teaching nouns like table, chair, book, wall, shoes, bag, and pen.
Create a list of 20 nouns and write each one down on a separate piece of paper (the number of pupils in your class will determine how many you need). Fold the sheets, which each contain a single vocabulary word, and place them in a bowl or other holding area. Check to see if the mentioned items are present and easily
Central Asian Research Journal For Interdisciplinary Studies (CARJIS)
ISSN (online): 2181-2454 Volume 2 | Issue 11 |November, 2022 | SJIF: 5,965 | UIF: 7,6 | ISRA: JIF 1.947 | Google Scholar |
www.carjis.org DOI: 10.24412/2181-2454-2022-11-343-347
accessible in the current game setting. Bring the goods to class and place them on the table if not. To increase the difficulty, combine them with some dummy things.
CONCLUSION
As a last point, we would like to emphasize that games are useful exercises for revising vocabulary. Additionally, students like games and puzzles over other activities. Students are motivated and entertained by games, but they also learn in a way that helps them retain and recall the information. In recent years, playing games in the classroom has gained popularity among teachers and been endorsed by methodologists. The benefits of using games in foreign language schools are enumerated in a number of sources, including the ones cited in this article. Although the games' primary goals are to familiarize students with new words or phrases and aid in their lexical item consolidation, they also aid in the development of the students' communicative skills. Games that allow for extensive practice while still being incredibly pleasant for both students and teachers should be a fundamental component of every lesson. And as an effective method of developing linguistic competence, we would like to advocate for the widespread use of games to improve students' vocabulary knowledge and skills.
REFERENCES
1.Harmer, J. The practice of English language teaching. London: Longman. 1991. p. 153.
2. Lightbown, P., M. & Spada N. How languages are learned. Oxford: Oxford University Press. 1999. p.163.
3. Moon, J. Children learning English. UK: Macmillan Heinemann. 2000. Richard Amato. English Teaching Forum, 1988, р.
Work Sites:
1. https://www.fluentu.com/blog/educator/foreign-language-vocabulary-games/
2. https://www.henryharvin.com/blog/games-for-teaching-english-in-the-classroom/
