An investigation into some approaches to vocabulary teaching and learning and the application of games in teaching and learning vocabulary at pre – Intermediate level at Foreign Language center – haiphong university (Nghiên cứu số cách dạy- học từ vựng thử nghiệm áp dụng trò chơi việc dạy học từ vựng chơng trình B Trung tâm Ngoại ngữ - Đại học Hải Phòng) Part one: Introduction Part two: Development Part three: Conclusion Part one: Introduction Without grammar very little can be conveyed, without vocabulary nothing can be conveyed (Wilkins, 1972, p.111) Rationale Aims of the study Scope of the study Methods of the study Design of the study Research questions: What is the present situation of teaching and learning vocabulary at Pre – Intermediate level at FLC-HPU?  What is the main reasons of the difficulties in vocabulary teaching and learning at Pre – Intermediate level at FLC-HPU?  Do games help learners at Pre – Intermediate level learn vocabulary more effectively?  Part two: Development Chapter one: Literature review 1.1 Vocabulary 1.2 Vocabulary in language teaching and learning 1.3 Approaches to language teaching and their relevance to vocabulary 1.4 Recent research about teaching and learning second language vocabulary 1.5 Advantages of the use of games in vocabulary teaching and learning Part two: Development Chapter one: Literature review 1.1 Vocabulary 1.1.1 Definition of Vocabulary 1.1.2 Concept of words 1.1.3 Words and their meanings 1.1.4 Words use 1.1.5 Form of words 1.2 Vocabulary in language teaching and learning 1.2.1 A neglect aspect of foreign language methodology 1.2.2 Ineffective vocabulary learning 1.2.3 The status of vocabulary in current language teaching and learning 1.3 Approaches to language teaching and their relevance to vocabulary 1.4 Recent research about teaching and learning second language vocabulary Part two: Development Chapter two: Present situation of teaching and learning English at Pre-Intermediate level at FLC - HPU 2.1 Learners and learners’ need 2.2 Teachers and teaching methods 2.3 Material and material assessments Part two: Development Chapter three: Data collection, findings and disscusion, some suggestions 3.1 Data collection 3.2 Findings and discussion 3.3 Application of games in vocabulary teaching and learning Part two: Development 3.1 Data collection 3.1.1 The subject 3.1.2 Instrument - Questionnaires - Classroom observation - Discussion & small talks Part two: Development 3.2 Findings and discussion - Both teachers and learners are deeply influenced by traditional methods Learners lack sufficient practice of vocabulary Learners feel bored in vocabulary lessons Most of learners (86.2%) expect their teachers to adjust their methods to help them study vocabulary more effectively Part two: Development 3.3 Application of games in vocabulary teaching and learning Applied games: Hang man Simon says Word puzzle Selling and Buying thing Part two: Development Result of Post ’ class survey and discussion - Teachers’ comment - Learners’ reaction, their progress and expectation a b c d 76.6% 5.5% 14.4% 3.3% 45.5% 17.8% 21.1% 15.5% 42.2% 41.4% 12.2% 4.4% 25.2% 13.3% 34.4% 26.6% Options Questions Table 7: Learners’ reaction, their progress and expectation 1.What you think of the games your teachers used in your vocabulary lesson? a b c d Very interesting and useful Rather interesting and useful Interesting and useful Uninteresting and useless How could your classmates help you to learn vocabulary through games? a b c d Help you to guess unknown words Help you to recall the words you have learnt but forgotten Help you to remember words from the games very quickly Help you enrich your vocabulary Has your use of vocabulary become better since you joined the games? a b c d Yes, much better Yes, better Yes, little better No, not better at all Which stage of the lesson you want your teachers to use games in vocabulary lessons? a b c d In presentation In controlled practice In communication practice At all stages of the lesson Part two: Development Some advice When choosing a game teachers - should be careful to find an appropriate one for the class - should give clear instruction - should not interrupt to correct mistakes in language use - should not compel an individual to participate If the game is tiring or boring, it should be stopped Part two: Development Some word games - Just a minute, win or lose or draw (Lee, 1995) - Puzzle pieces board, cross word puzzle (Agnieszka, 1998) - Art mater, mysterious landmarks, story time (Chen, 2004) - Vocabulary cards, twenty questions, draw - a - word game, back ’ to ’ back, word maps, vocabulary bingo, guess my word (Paul Nation, 1994) Part three: Conclusion Review of the study 2 Limitations and Suggestions for Further Studies THANKS FOR YOUR ATTENTION ! ... 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