计算机毕业论文范文|计算机专业毕业论文—论文无忧>>首页

玉 溪师 范 学院

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本科毕业论文

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游戏在初中英语词汇教学中的应用

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姓名: 蔡丽波

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学号： 2002061238

指导教师姓名：  张万君    张丽琼     

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职        称：  助教      副教授

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单        位：     英  语  系   

专 业 名 称 ：     英 语 教 育  

申请学位级别：     学       士  

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论文提交日期：     2006年5月  

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学位授予单位：    某某师范学院  

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二○○六年五月

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Application of Game in Secondary

Schools Vocabulary Teaching

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Cai Libo

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Supervisors

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Zhang Wanjun, Zhang liqiong

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A Thesis Submitted as a

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Partial Fulfillment for the Degree of

B.A. in English

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YUXI TEACHERS’ COLLEGE

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   本人声明，所呈交的本科毕业论文: Application of Game in Secondary Schools English Vocabulary Teaching是我个人在导师指导下进行的研究工作及取得的研究成果。据我所知，除文中已标明引用的内容外，本论文不包含任何其他个人或集体已经发表或撰写过的研究成果。对本文的研究做出贡献的个人和集体，均已在文中以明确方式标明。本人完全清楚，本声明的法律结果由本人承担。

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                                 论文作者签名：

                                       2006年5月29日

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    First of all, I would like to take thisopportunity to express my sincere thanks to a number of people who offered memuch help with my thesis. I am particularly grateful to my supervisors, ZhangWanjun and Zhang Liqiong, for their expert supervision. I am also indebted toall the teachers and professors who have taught me during my undergraduatestudies. Without their inspiring lectures, I would never have had the abilityto write this thesis. I would also like to express my heartfelt gratitude to myfriends for their kind help and to teachers and students in Yu Xi Teachers’ Collegefor their support and cooperation. Last but not least, hearty thanks should beconveyed to all the authors from whom I have cited in this paper. 

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    Most of students in secondary schools areactive and good at imitating. According to their psychological and physiologicalfeatures, more and more teachers and foreign language educators thought thatthey should pay attention to the students’ feelings, arouse their interest andintensify their motives during teaching, especially vocabulary teaching. Theyworked out the games that mixed with knowledge, science, interest andcompetition. Besides, fun-based, activity-oriented and student-centeredapproach should ensure that students learn and grasp the words in a relaxedcondition.

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Key words: game; vocabulary; vocabulary teaching; interest; motive

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绝大多数中学生非常活泼好动，而且善于模仿。根据他们的心理和生理特点，越来越多的中学教师和教育工作者认为，在课堂教学尤其是词汇教学中应注意学生情感，激发兴趣，强化动机，因而设计出寓知识性、科学性、趣味性和竞争性等为一体的词汇教学游戏，以活动为重要形式，以学生为主体，让他们在轻松愉快的教学气氛中体验学习的乐趣，牢固地记忆并掌握所学的单词。

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关键词：游戏; 词汇; 词汇教学; 兴趣; 动机

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Contents

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独创性声明... i

Acknowledgements. ii

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Abstract iii

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摘    要... iv

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1. Introduction. 1

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2. Theory of the way of gameteaching. 1

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2.1 Definition of the way of gameteaching. 1

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2.2 Elements influencing Englishvocabulary teaching. 2

2.2.1 Motive. 2

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2.2.2 Interest 4

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2.2.3 Personalities of the students. 4

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3. The definition and importance ofgame. 5

3.1 Definition of game. 5

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3.2 Importance of game in Englishteaching. 5

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4. Principles in the planning ofgames. 6

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4.1 Limitation of time. 6

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4.2 The roles of teacher andstudents. 7

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4.3 The aim of games. 8

4.4 Evaluation. 8

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5. Categories of games. 9

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5.1 Games in phonetic teaching. 9

5.2 Games in morphological teaching. 9

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5.3 Games in semantic teaching. 12

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5.4 Games in word-correlationteaching. 13

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5.5 other games. 13

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5.5.1 Touching the body’s parts. 13

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5.5.2 Word trees. 14

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5.5.3 Spelling bee. 14

5.5.4 Guessing a riddle about a word. 14

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6. Conclusion. 15

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References. 16

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Englishvocabulary teaching is the most important and necessary part of Englishteaching. It aims at helping the students to learn, comprehend and memorize thewords and make use of them accurately.

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“Without grammar verylittle can be conveyed, without vocabulary nothing can be conveyed.” (D.A.Wilkins, 1972:409,转自《英语词汇高级教程》)

Theimportance of vocabulary is self-evident. However, the way to teach vocabularyis of utmost importance. As is known to all, putting game into Englishvocabulary teaching is an effective and useful method. As the same as the gamesin other foreign languages teaching, games in vocabulary teaching have thecharacteristics of knowledge, science, interest and competition. Seeing fromthe forms of activities, games of vocabulary teaching involve in listening,speaking, reading and writing.

 In this paper, I will introduce orcollect some kinds of games that are not only interesting and useful, but alsoeffective.

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Theway of Game Teaching is the method that selects and uses games in teaching aspossible as we can. It changes dry language into the form of game that islively and interesting, and the students are happy to accept. It creates abundantlanguage communication scene. In this way, the students learn and at the sametime have fun. They play games in learning or in order to learn. They not onlylearn the knowledge but also develop their interest. The way of game teachingassimilates the reasonable ways of foreign language teaching both here andabroad and combines with the practical situation of English teaching insecondary schools.

Amotive has the self-evident importance for the students’ study, which includes Englishlearning, even vocabulary learning. Teaching will become the kiss of death ifthe students lack interest in study. Furthermore, teaching is nothing buttreatment of detestation if they lack motivation, which is considered as thekey point of teaching all the while. If we cannot stimulate the students’motive, it is impossible that teaching can attain to the intended effect. So,for any teaching, the most important task is to stimulate the learners’ enthusiasmand consciousness of participation.

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2.2.1.1 Forming of motive

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Simplyspeaking, motive is the reason for a course of activity. According to Gardner(1985:25，转自《英语教学策略论》), it includes individual efforts, desire for reaching anagreement of learning goal and the right attitude to treating languagelearning. He divides motive into instrumental and integrative motive. Yet,Harter (1981:25, 转自《英语教学策略论》) divided it intoextrinsic and intrinsic motivation. The former is the dynamic force of students’learning and it comes from the learners whose interest and joy brought by learning.The latter refers to what the students learn from external rewards andpunishment. Students’ learning can take the best effect unless the intrinsicand extrinsic motivations have been provided. No matter how to divide it,motive is a kind of dynamic force of recognition and passion. It urges peopleto make a decision to act consciously and to a great extent to reach theintended goal. That is, four parts consist of motivation: (1) Desire and decisionto act; (2) Interest shown in activity; (3) Energy devoted in activity; (4)participation and maintenance of interest.

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Ina word, motivation involves the attitudes and affective states that influencethe degree of effort that learners make to learn something. It also involvesthe arousal and maintenance of curiosity. Motive can ebb and flow as a resultof such factors as learners’ particular interest and the extent to which theyfeel personally involved in learning activities. Motivation is clearly a highlycomplex phenomenon. Furthermore, it is dynamic in nature; it is not somethingthat a learner has but rather something that varies from one moment to the nextdepending on the learning, context or task.

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2.2.1.2 Function and importanceof motive

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Motivehas a great significance in life and learning, especially when we are about todo or study something. So, it is the key point and the most necessary factor ifwe want to achieve a success in doing or learning something. Motive can promotethe learners to arrive at their aims if we consider the learning aim as theresult that learners have to obtain. Learning motivation is a kind of internaldynamic force, which directly urges the students to proceed in study. This kindof motive is usually caused by some requirements at different levels. Foreignlanguage learning undoubtedly belongs to a higher level.

Motivehas several positive functions. Firstly, it can urge the students to set along-term goal. And they will improve their level and overcome difficulties inlearning. They can eventually obtain good achievement in the competitivesurrounding. Secondly, it can stimulate learning enthusiasm of the students,thereby they can devote to learning activities positively and answer thequestions actively, and they even vie with each other in answering. So theywill participate in group-activities and companion-activities actively. Thatis, motive can stimulate participating. Thirdly, it can maintain the learners’enthusiasm and ensure the devotion of energy. Sequentially it ensures theachievement of learning goal.

Motivesare the prerequisite of learning. Investigation shows that the students whohave a fierce motive often have an earnest attitude and firm willpower inlearning. During the study, only someone has leading motive, he or she canobtain good achievement. On the contrary, if a student has no motive or learnswithout motivation, his or her learning is nothing but an action in aperfunctory manner. Then it is impossible that he or she can make a success inlearning. Because the powerfulness and weakness of the leading motive willinfluence the superiority and inferiority of students.

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Asconcerned as students, interest is a kind of state of acquirement of learningor knowing about something. Only when we take interest in the thing, will wedevote ourselves to it. That is, we cannot actively take part in learningactivities unless we have interest in them. Usually, the indication whether thestudents listen to the teaching noticeably and interestedly and participate inteaching activities actively or not is the activeness of them in classroom.However, the active state first shows in concentration of attention.

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Amusement,delight and inclination form interest. Amusement is the source of interest. Andpeople can experience delight only from the thing that they take interest in. Thetwo basic factors of interest are the desire of seeking knowledge and positiveattitude towards the thing we learn or want to know. We can divide interestinto two types: direct interest and indirect interest. The former is theinterest that exists in the thing itself; the latter is the interest that getsfrom the results of doing the things.

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Interestcan be fostered and changed. It is the premise of doing something. Like themotive in the part above, it is also necessary. Some people maybe have nointerest in learning English, especially in dull and dry vocabulary learning,but it is the first step of learning English and it is the most important andessential. It is most possible to let them take interest in it gradually andmaintain this interest after they have learned it for some days and make someprogress. We must try to use many kinds of interesting and useful methods inteaching if we want to arouse the students’ interest and let them maintain itfor a long time. Using games to teach vocabulary is a good method. But we mustuse them properly and effectively.

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Differentpeople have different personalities. Some students are lively, active andextroverted. The others are graceful quiet, even shy, so they are introverted. Theformer people are forthright and talkative, so they have a kind of ascendancyin learning foreign language than the latter who are unwilling to speak or notgood at speaking. Generally, students in junior middle school of grade one andtwo are very active, lively and curious about the new things. And English is akind of new thing for the students who learn English from the first year inmiddle school. We should grasp their characteristics of this period and useinteresting and up-to-date teaching methods to help them learn usefulinformation as much as possible. Then they will learn positively following theproper way.

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Inlanguage teaching, game refers to an organized activity that usually has thefollowing properties:

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(1) A particular task or objective;

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(2) A set of rules;

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(3) Competition betweenplayers;

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(4) Communication betweenplayers by spoken or written language.

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Applyinggame to vocabulary teaching is a good and effective way. Games can draw thestudents’ attention greatly when they are used in newly learned words and encouragerecalling through guessing and categorizing. But we must take games as a meansof learning English. Games must be helpful for English teaching and they arenot only for performance.

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Gameis an effective way that can stimulate and maintain the students’ interest.Games used in vocabulary teaching resides interest in teaching, so that thelearners can learn the words easily, naturally and in a relaxed mood.Consequently it is certain that they will take pleasure in study. Game is apositive teaching form. It not only offers an extremely beneficial help to theteaching recognition activities, but also works to the students’ advantage ingrasping the learned knowledge. In addition, game can foster their thinkingcapability and change the dull things that the students will memorize intointeresting ones. Then it will urge brain cortex to produce excitement by doingmany stimulus of all kinds of organs. It can make the memory to be more activeand improve the capability of the students’ memory. Game also can fully developevery student’ intelligence and is a good approach which teaches the method ofstudy. For example, some games I will introduce in this paper, such as “findingsubstitution”, “changing place”, can make the students master learning methodsof drawing inferences about other cases from one instance and contacting newand learned knowledge. At the same time, it can develop the skill ofcomprehending by analogy.

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Yet,game has more far-reaching and real significance because it creates acompetitive environment in classrooms and fosters the students’ ability toadapt themselves to the new surroundings both in classrooms and in society.Meanwhile, it guides them to make success by distinguish superiority andinferiority; thereby it will raise the students’ competition awareness andability. Since people can produce subjective activity and improve theirabilities in all aspects to develop well and properly only when they have awarenessand capability of competition, this is particularly important for the studentswhether in their present study, even when they enter into society in thefuture.

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Usually,game will be arranged within fifteen minutes. We cannot play games invocabulary teaching without ending, or spending the whole period of class.Because it is only a means of helping word learning, not the center ofteaching, so we must arrange the time properly and make teaching activitieseffective and useful as possible as we can.

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 First, teacher should be the organizer ofan activity. His or her main task is to plan and organize a learning activity.As an organizer, the teacher must understand the aim of activity, the conditionsof students, the problems that will be encountered and the approach that can beused to resolve them. The teacher should tell the students clearly andcorrectly about activity content and demands before the beginning of it. And heor she should give examples in order to let them know how to do if it isnecessary. During the game, the teacher should pay attention to every studentand give him or her a hand when they have difficulties, slow the pace of actionand finish the activity before the allotted time. At last teacher should givethe students proper evaluation according to their performance.

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Second,proper control is very important for teaching. The teacher should control thepace of activity and the time properly. It ensures that teaching activities cancarry out successfully and finish as soon as possible. That is, teacher is acontroller of the activity.

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Third,evaluating the students’ activity is one of the teacher’s tasks. Teacher mustdo two things: correcting the learners’ errors or mistakes and collecting thestudents’ feedback. The former should let the students make sure what theirerrors or mistakes are without hurting their self-respect. The latter shouldmake themselves know their success and deficiencies. Right feedback shouldemphasize particularly on the success and progress in study, and it isbeneficial for creating success-oriented learning condition. Then, teacher is anassessor in teaching activity.

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Fourth,activity cannot be carried out if the students do not know how to do, how to goon and how to convey their thought. So they need their teacher’s help andencouragement. For example, the teacher can give implication and help them findthe solution if they cannot answer the question posed by their teacher. And iftheir answer is too short or simple, the teacher can encourage them to extendand explain it. That is, teacher should be a prompter or guide.

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Fifth,after starting activity, the teacher should take part in and accomplish the tasktogether with students. So the teacher is also a participant.

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Sixth,teacher should provide the students with necessary information and make them formthe habit of winning over the help of teachers and classmates positively. Then,teacher is a good source of information.

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However,whatever role of teacher plays, the students are the positive participants and playthe main, even key role in learning and teaching forever. Because learning isthe student-centered learning and teaching is the student-centered teaching atpresent time.

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Playinggames is not for performing and enjoying, but for helping English teaching andimproving the quality of classroom teaching. We should fulfill our task in games.The final goal of games is serving the teaching by ways of stimulating theinterest and motives of students in activity. Specifically speaking, differentkinds of games have different purposes.

Moststudents in junior middle schools are active and like playing. They have strongself-respect so they long for being affirmed and praised. Therefore we shouldpay more attention to their results, especially the performance in activity andaffirm their achievements even though they are very tiny, let alone theremarkable ones. They will always be happy to hear affirmative words, such as“Well done!”, “Excellent!”, “Good!”, “Right!”, “Make more efforts next time!”and so on. Therefore, we must not spare of our encouragements to help them makeprogress gradually. But it should be a kind of Formation Appraisal whose aim isnot rating achievement but improving the quality of learning. It attachesimportance to whether the students reach the learning goal. The teacher doesnot compare one student’s achievement with another’s. Everyone who makesprogress is very good and excellent.

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Thereare various games in English teaching, as well as in vocabulary teaching. Here,I will divide them into five kinds according to the major point of exercise.

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Lettersform English words. Vocabulary teaching must begin with the teaching ofletters. Therefore, the substance of phonetic games is mainly the pronunciationof letters and words. There is an example as follows:

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Example spelling words following rhyme

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Teacherwrites one word on the blackboard and marks the phonetic symbol (that is rhyme)of its underlined part. Then the teacher divides the students into severalgroups and asks each group of students to write words in a given period of time,which have the same pronunciation with the rhyme in allotted time. Each groupprepares a piece of paper and every member of this group writes one word anddelivers the paper to the next. At last, teacher asks the students who are chosenfrom every group to read the written words loudly. The winner is the group whogives the most correct words. For example,

(1) tree [i:]—we,he ,sea, see, meet, meat, flea…

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(2) bed [e]—led,red, fed, shed, egg, menu, men, pen, hen, desk, let, pencil…

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(3) bag [æ]—map,flag, thank, dad, sad, bad …

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(4) bus [Λ]—duck, rub, rubber,study, cup, club… (潘振铎，1990) 内容来自www.paper51.com

Example 1 finding substitution

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First, teacher writes alearned word on the blackboard and asks the students to use one letter as a substitute,which will replace any of the letters in this word to form a new word that willbe learned in class. For example,

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(1) meat—beat,seat          (2) meat—mean

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(3) pay—lay,say            (4) bad—bed  or  bad—dad

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(5) back—pack             (6) round—found

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(7) grass—glass             (8) pour—tour…

Example 2 changing seats

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Teacherwrites a new word and asks students to changes the letters’ ‘seat’ (order) toform a learned word, or the teacher asks the students to write new words ofthis lesson according to the learned words. For example,

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   (1)saw—was             (2) rats—star

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   (3)won—now            (4) being—begin…（黄远振，1993）

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Example 3 making friends

Aword or an affix can make friends with another word to form compound word orderivative. So teacher can appoint the word or affix and ask the students tohelp it make friends as many as possible. For example,

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(1) with—within, without,withdraw;

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(2) man—policeman,Frenchman, Englishman;

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(3) stand—standing,understand;

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(4) -ful—careful, useful,thankful, wonderful, powerful;

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(5) un- —unfair, unusual,unaware, unclear, uncommon, uncut;

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Every member of each group can viewith each other to answer when they do these three games above. paper51.com

Example 4 finding words in words

Teacherwrites a compound word on the blackboard and asks the student to form new wordsor learned words by using the letters in this word. For example,

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(1)  playground—a, an, and, our, go, you, your, young, play,round, lady, lay…

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     （毕淑新，1991） copyright paper51.com

(2) beat—be, at, eat, tea,bat, ate…

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Example 5 interpolating beginningand supplementing ending

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Studentswill form new words on the basis of the learned words that the teacher hasgiven. For example,

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(1) old —cold—scold;

(2) hear—heart—hearty;（胡发高，1998） copyright paper51.com

(3) you—your—yours;

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(4) how—show;

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(5) he—her—hers…

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Example 6 words dragon

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Thereis a long word dragon that word either new or learned begins with the lastletter of the front word. For example,

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(1) red—dog—goose—egg—goat—tea…

(2) apple—eight—too—orange—English—hen…

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(3) hand—dog—get—time—eye—elephant—tea…（胡发高，1998）

Example 7 jumbled words

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Teacherwrites some learned words on the blackboard, whose letter is arrangeddisorderly. It will be better if these words belong to the same subject. Then askstudents to write the right words in limited time. For example,

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gdo, sumoe, owc, knymoe,tca, tnhpeeal, ibdr, igp, pdnaa…

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(dog, mouse, cow, monkey,cat, elephant, bird, pig, panda…)  （胡发高，1998）

Example 8 words out of …

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Teacherpicks out ten letters that does not hang together and writes them at will onthe blackboard. Ask the students to form learned words with them. And eachletter must be used only once. There are many examples of this kind of words,so I will not give once more.

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Example 1 words classification

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Afterseeing all the words that teacher writes down on the blackboard, the studentsmust find out which one is not of the same category in the limited time (about5 seconds). For example,

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(1) car   wheel   brake   basket

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(2) chair   table   window   cupboard   desk   shelf

(3) butcher  chemist  clerk  footballer  photographer  mother

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(4) goat   horse   cow   goose   tiger

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(5) kind   big   fast   beautiful   old  valuable

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Example 2 opposites

Oncethe teacher speaks out a certain word, the students who are picked out from thegroup should give the word’s opposite. For example,

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full—empty         cold—hot             far—near

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clean—dirty         hard—soft / easy / gentle

true—false          few—many           right—wrong….

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Example 3 drawing words

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Accordingto the words’ meaning and form, teacher first draws one or two words on theblackboard vividly. Then ask each group’s students to imitate to draw the wordsas many as possible. For example,

(1) tall short         (2)big  small

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(3) fat  thin

Example 4 miming

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Writingsome words that the students have learned recently, and then the teacher askseach student to choose one and describe it without pronouncing. These words canbe the words that indicate the action, work, emotion, object and nature ofthings, and so on.

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Example 5 feeling the object

Teachercollects things from the students or everywhere of classroom, then puts theminto a box or bag and asks students to touch them and say what the thing is.The winner is the student who guesses quickly and correctly. Of course, studentsall know the things in English.

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Example 1 opening up the air lane

After putting the studentsinto several groups, teacher gives one word and asks the students to write asmany words as possible, which can be matched with the word given by theteacher, and draw lines between the word given by the teacher and the wordsgiven by the students. The group opens up the most air lanes is the winner. Forexample,

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      away       forward       out      off            on

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                                                              back

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    over        carry

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         about                                            along

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                  around        through   into effect

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                                                 （黄远振，1993） paper51.com

Example 2 rolling a snowball

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Teacherspecifies a theme and asks each group students to write words as many aspossible, which belong to the specified theme. The group that gives the mostwords is the winner. For example,

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family, father, mother, brother, sister, daughter, son, child, baby,grandfather, grandmother…

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Teacherasks one student from each group to go to the blackboard. Then the studentswill touch their body following the teacher’s orders. They go on the game ifthey react to the orders quickly and accurately. For example, teacher will say,“Touch your nose / mouth / face / eyes / ears / (left / right) leg / arm / hand…

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Choosing a theme, then theteacher asks the students in each group to write as many words as possible,which must be related to the given theme. Link the words with lines. Forexample,

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          paper                                  grass           tree

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                         eat              desk          chair          play                    vegetable

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                                             table        work            garden               flower

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door                     wall                                     room                   bedroom

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chimney      roof    bathroom  kitchen                        sitting-room

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(Peter James, 2000)

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This kind of games can make the students use the wordsflexibly and supply them with abundant and life-like words’ structures andrational knowledge of meaning relation in words. What’s more, it can arouse theinterest of students more effectively.

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Teacherspeaks some words that he or she has asks the students to memorize. Picking onestudent out from each group. The group carries it if whose picked member spellsthe appointed words correctly within the shortest time.

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Each group chooses one student to take part in thiscompetition. They must speak out the word correctly according to the teacher’sdescription at the highest speed. For example,

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I jump into water.  (Waiter)

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In this paper, games,which are  was designed to enhancethe effectiveness of English vocabulary teaching in secondary schools, arediscussed. Putting games into English vocabulary teaching is a useful andeffective way, but we must follow some principles when we plan and use thegames in vocabulary teaching. They are: (1) Arrangement of time; (2) Roles ofteacher and students; (3) The aim of games; (4) Evaluation.

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There are some elementsthat influence English vocabulary teaching, such as motive, interest,personalities of the students, and so on. Besides, games-designing kindsinclude the following type:(1) Games in phonetic teaching; (2) Games inmorphological teaching; (3) Games in semantic teaching; (4) Games inword-correlation teaching; (5) Other games (such as word trees, touching thebody’s parts, spelling bee, words guessing.)

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In a word, using games in Englishvocabulary teaching of secondary schools is an effective means that can notonly foster the students’ interest but also stimulate their learningenthusiasm. It also can change the dull words learning into an interestingthing, so that the students are happy, and eager to learn.

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 I.S.P. Nation. Teaching and Learning Vocabulary. Beijing: Foreign LanguageTeaching and Research Press, 2004.3

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 Penny UrAndrew Wnght.  Five-minute Activities. Tianjin: Nankai UniversityPress, 2003

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 Peter James. Use “Word Trees” to Help Students MemorizeWords. Primary and Middle School English Teaching, 2000, (7): 12

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 Rod Ellis. Second Language Acquisition. Shanghai:Shanghai Foreign Language Teaching Press, 2001.3

 Sarah Phillips. Young Learners’ English Teaching.Shanghai: Huadong Normal University Press & Oxford University Press, 2001

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ScottThornbury. How to Teach Vocabulary. Beijing: World AffairPress, 2003.10

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 毕淑新.  把游戏引入课堂教学 .中小学外语教学, 1991,(10): 13-14

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 胡发高.  怎样进行英语词汇教学 . 中学其他各科教学, 1998, (1): 63-64 内容来自论文无忧网 www.paper51.com

 黄远振.  游戏在词汇教学中的应用及意义. 中小学外语教学, 1993, (1): 6-8 内容来自www.paper51.com

 潘振铎.  Games. 中小学英语教学与研究, 1990, (2): 45-46

 王笃勤.  英语教学策略论. 北京：外语教学与研究出版社, 2002

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 汪榕培. 英语词汇高级教程. 上海：上海外语教育出版社,2002 paper51.com

 张正东.  外语教学技巧新论. 北京：科学出版社, 1999 内容来自www.paper51.com

 朱纯.  外语教学心理学. 上海：上海外语教育出版社,2000 paper51.com

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