1. Presented by: SABBAR SADEQ

2. 1- Literature review. 2- What is vocabulary learning? 3- Why should language learners learn vocabulary? 4- Reasons for using games. 5- Assumption about games. 6- Advantages and disadvantages. 7- The effectiveness of games. 8- How to choose games ? (Tyson, 2000). 9- Kinds of games to implement. OUTLINE 1 3. * With the use of games, the teacher can create various contexts in which students have to use the language to communicate, exchange information and express their own opinions (Wright, Betteridge and Buckby, 1984). * Teachers should consider games which are appropriate to students age, cultural background and interests, and teacher also should consider activities where students can experience success (Lightbown and Spada, 1999). Literature review 2 4. Friermuth (as cited in Uzun, 2009) stated that games are more learner-centered since they give students the chance to resolve problems without the intervention of a teacher. Huang (1996: 1) comes to a conclusion that "learning through games could encourage the operation of certain psychological and intellectual factors which could facilitate communication heightened self-esteem, motivation and spontaneity, reinforcing learning, improving intonation and building confidence." Literature review 3 5. Vocabulary is the total number of words in a language (Hornby, 1995).Vocabulary is an important part to master English well. According to Piageats (cited in Wadsworth 2003) theory, a child at the age of 7-10 years is always interesting in recognizing and knowing new words, he stands to repeat new words repeatedly so that he will memorize them. There are essential steps of learning vocabulary (Hatch and Brown 1995): Having source for encountering new words. Getting a clear image for the form of new words. Learning the meaning of new words Making a strong memory connection between the form and the meaning of the words What is vocabulary learning? 4 6. In the past, vocabulary teaching and learning were often given little priority in second language programs, but recently there has been a renewed interest in the nature of vocabulary and its role in learning and teaching. There is no doubt that vocabulary plays a very important role in learning languages. There has been much advice given by methodologists that language learners should be highly aware of the importance of vocabulary and must have a high-frequent plan for studying new words as soon as and much as possible. WHY SHOULD LANGUAGE LEARNERS LEARN VOCABULARY? 5 7. According to Richard-Amato (1996:10), even though games are often associated with fun, we should not lose sight of their pedagogical values, particularly in foreign language teaching and learning. Games are effective because they: 1- Provide motivation 2- lower students' stress, and give language learners the opportunity for real communication. Reasons for using games 6 8. Aydan Ersoz (2000:12) reaffirms that games should be used for teaching and learning in language classrooms. He says that: 1- Games are highly motivating because they are amusing and interesting. 2- They can be used to give practice in all language skills and be used to practice many types of communication. 9. Jean Predieri (1999:32, 33), Consequently, games should be used wildly for many reasons: 1- Games are a welcome break from the usual routine of the language class. 2- They are motivating and challenging. 3- Learning a language requires a great deal of effort. Games help students to make and sustain the effort of learning. 4- Games provide language practice in the various skills- speaking, writing, listening and reading. 8 10. 1- can help students to use the language creatively (Saricoban and Metin, 2000). 2- Hadfield (1998: 4) defines game as an activity with rules, a goal and an element of fun. With all these elements, games exactly can provide several benefits for the purpose of teaching vocabulary. 3- Ersoz (as cited in Azar, 2012) said that games are always interesting and amusing for students. Games can make students more focus in learning because they do not feel that they are forced to learn. 9 11. 4- Shy students also have more opportunities to express and use their language since it provides a lower-anxiety environment. 5- They awaken the will to win and competitive desire inside students so that the classroom atmosphere will be more livened up. 6- It creates such a situation in which students will be more active to practice their vocabulary. 12. Games have been shown to have advantages and effectiveness in learning vocabulary in various ways: 1- Games bring in relaxation and fun for students, thus help them learn and retain new words more easily. 2- Games usually involve friendly competition and they keep learners interested. These create the motivation for learners of English to get involved and participate actively in the learning activities. 3- Vocabulary games bring real world context into the classroom, and enhance students' use of English in a flexible, communicative way. Pros and cons 13. - Games can make students more focus in learning because they do not feel that they are forced to learn. - Another advantage is that there are lots of interesting features in computer, no child feel bore and alone using computer. 12 14. On the other hand because of interesting features and different types of games in computer, 1- Children become too much dependent on it. 2- They spend their most of the time using computer games as a result they lose their interest on daily activities like their school homework and also forget to meet with their friend and colleagues. 3- Some video games can be very aggressive in nature so these video games are usually highly addictive and easily available on internet. Disadvantages 13 15. 4- Continuous use of computer game can damage both eyes and physical posture of the children. To sum up, there are lots of merits of using computer game however in my opinion; children dont spend their whole time on computer. Parents should also care about their schedule for computer game. 14 16. Regarding the effectiveness of games, interviewed teachers reported that their students seemed to learn new vocabulary more quickly and retain it better when it was applied in a relaxed and comfortable environment such as while playing games. 15 17. * A game must be more than just fun. * A game should involve "friendly" competition. * A game should keep all of the students involved and interested. * A game should encourage students to focus on the use of language rather than on the language itself. * A game should give students a chance to learn, practice, or review specific language material. How to Choose Games (Tyson, 2000) 16 18. 1- Activity games: kind of games designed with the purpose of making students flexible and active. Furthermore, they give students more chances to practice grammar, syllable, spelling, punctuation dynamically. 2- Vocabulary or picture match games: This is as similar as activity games which give students a chance to be dynamic. They not only bring fun to students but also provide them with particular categories of new words. This game aims to provide students with useful idioms. Kinds of games to implement 17 19. 3- Crosswords, puzzles, or quiz: crossword puzzles give students a chance to sharpen their mind. Vera Mello (2001:43) In order to solve the crosswords, they must try to understand the terms or sentences used in the crosswords. This kind is also designed in different structural forms of grammar, vocabulary, pronunciation, etc. 18 20. In conclusion, learning vocabulary through games is one effective and interesting way that can be applied in any classrooms. Its suggested that games are used not only for mere fun, but more importantly, for the useful practice and review of language lessons, thus leading toward the goal of improving learners' communicative competence. The use of games also enhanced students motivation to learn vocabulary. It also improves learners ability to memorize the words effectively. Games provide comprehensible input while learners interact in the group, allowing students to clarify meanings of words in such contexts. conclusion 19 21. 22. Ersoz, A. (2000). Six Games for the EFL/ESL Classroom, in The Internet TESL Journal. Retrieved July13, 2012 from http://iteslj.org/Lessons/Ersoz-Games.html . Nation, I. S. P. (1990). Teaching and Learning Vocabulary. Cambridge University Press, Cambridge. Nation, I. S. P. (2000). Learning Vocabulary in Another Language (Cambridge Applied Linguistics). Cambridge University Press, Cambridge Kim, L. (1995). Creative Games for the Language Class. Forum, Vol. 33. March 1995. Page 35. Hadfield, J. (1990). An Collection of Games and Activities for Low to Mid-Intermediate students of English. Intermediate Communication Games. Hong Kong: Thomus and Nelson and Nelson and Sons Ltd. References