THAI NGUYEN UNIVERSITY OF EDUCATION FACULTY OF FOREIGN LANGUAGES VŨ VĂN NGHĨA MASTER’S THESIS A STUDY ON USING LANGUAGE GAMES TO MOTIVATE GRADE-10 STUDENTS IN SPEAKING LESSONS AT A QUANG NINH HIGH SCHOOL Nghiên cứu việc sử dụng trò chơi ngôn ngữ để tạo động lực trong giờ học nói cho học sinh lớp 10 ở trường THPT Quảng Ninh Field: Lý luận và phương pháp dạy học Code: 8140231 THAI NGUYEN – 2021 THAI NGUYEN UNIVERSITY OF EDUCATION FACULTY OF FOREIGN LANGUAGES MASTER’S THESIS A STUDY ON USING LANGUAGE GAMES TO MOTIVATE GRADE-10 STUDENTS IN SPEAKING LESSONS AT A QUANG NINH HIGH SCHOOL Nghiên cứu việc sử dụng trò chơi ngôn ngữ để tạo động lực trong giờ học nói cho học sinh lớp 10 ở trường THPT Quảng Ninh Field: Lý luận và phương pháp dạy học Code: 8140231 Students: Vũ Văn Nghĩa Code: TA28A118 Class: 28A Supervisor: TS. Ngô Thị Bích Ngọc THAI NGUYEN – 2021 Table of Contents CHAPTER I: INTRODUCTION. Aim of the study. The scope of the study.
Significance of the study.3 CHAPTER II: LITERATURE REVIEW. The definition of Language Games. Classification of Languages Games. The basis of applying language games in teaching English.
Principles of applying language games in teaching English. The definition of speaking. Purpose of speaking. The stage of speaking class.
Definition of motivation. Types of motivation. The use of language games to motivate English-speaking students. 13 CHAPTER III: RESEARCH METHODOLOGY.
Data Collection Instrument. Organisation of the study.17 CHAPTER 4: FINDING AND DISCUSSION. The frequency of using language games in teaching speaking. Role of teachers while carrying out language games.
Teachers attitudes to the effectiveness of language games on students’ speaking skills. Language games teachers often use for teaching speaking to motivate students. Students’ attitude toward language games. Students’ attitude towards winning the language games.
Students’ feeling while playing language games. Motivation that students have to learn speaking lessons when taking part in language game. Rationale English is one of the subjects that are considered compulsory and necessary for the current generation of students. Knowing English brings us many benefits, but many young people have not yet realized the benefits of English for users.
In particular, teachers are often only taught grammar and exercises, so students speak English very poorly. Speaking is essential to accessing all languages as it aids learners in developing language skills. It helps learners communicate views and ideas, absorb information and knowledge, and become fluent in the language they are learning. For Vietnamese students who learn English as a compulsory subject in school, the drawback of this program is that the lesson’s period is just 45 minutes, so speaking is always a top critical for the student to focus.
Many students have struggled when they start learning English because they do not speak, which makes them lose excitement and motivation in learning. For example, they cannot memorize the new words or do not know the function and meaning of the word, and it becomes a border that stops them from studying English. In teaching and learning English, a fun learning atmosphere with lots of opportunities to communicate in real contexts will motivate learners to be more excited and positive. Using language games in teaching English can be considered as one of the effective methods to encourage and enhance students’ interest in learning, and as a starting point to attract students’ attention.
With the current actual situation, most teachers have the spirit of selfinnovating teaching methods in the direction of promoting students’ positivity; However, teachers are focused on innovation in knowledge formation activities, not paying enough attention to motivate as well as the role in orienting lessons, creating positive psychology for students so that students can actively and exploit and discover new knowledge in order to achieve the educational and goals set out in terms of knowledge, skills, and competencies that need to be formed for students after each lesson. Through the process of study, the author has realized the importance of using language games to motivate in speaking class for 10th-grade students at Quang Ninh High School has an influence greatly affecting the entire teaching process, affecting the students’ willingness to actively receive and perform their learning tasks. Based on the above reasons, the writer decided to write a report with the topic “A study on using language games to motivate the 10th-grade students in speaking lessons at a Quang Ninh High school. Aim of the study The purpose of this study is to determine the effectiveness of using language games in lessons to improve the positivity in speaking class for 10th-grade students at a Quang Ninh High School, besides discovering cognitive and students’ attitudes in active learning through playing games.
Furthermore, some suggestions for learning to speak for students of Quang Ninh High School are proposed. The scope of the study Research subject: 10th graders at a Quang Ninh High School Research scope: Scope is carried out within 10th-grade students at a Quang Ninh High School. Scope of content: Due to limited time and the author does not have enough material to go too deeply, in this research, the author is only interested in the situation of using the game in lessons to motivate positive behavior in speaking class for 10th graders at Quang Ninh High School. In addition, the author will conduct a survey of parents’ opinions of Quang Ninh high school students.
The thesis is only done at Quang Ninh High School from September 2021 to November 2021. Research Questions The research aims at answering the following questions: 1. What language games are being used in class to motivate speaking lessons? 2. How does the use of language games promote students’ motivation towards speaking lessons? 1.
Significance of the study This study is of great significance because it shows the language games used to improve students’ motivation in the English-speaking class of 10th-grade students at a Quang Ninh High School. Many students’ objective when studying English is to hear and speak English like a native. As a result, language is more important than ever, and studying colloquial language through language games is an easy and convenient approach for students to practice whenever they want. This research will assist English learners in evaluating the efficacy of acquiring colloquial language through games in order to build their successful learning plans.
CHAPTER II: LITERATURE REVIEW 2. The definition of Language Games Games are a natural means of understanding the world around them, so they are used in teaching and learning, including learning foreign languages. Language is a complex system people use to communicate or communicate with one another. Language is a system of communication used by a particular community or country, a way of conveying information through written or spoken words.
Language games are a philosophical concept that was mentioned by Wittgenstein (Biletzki Anat,2012). Language games have a lot in common with conventional games. Language games, on the other hand, are primarily concerned with the development and improvement of language skills (Xanthos, 2006). The game is a form of activity that occurs during the free period of a session or at events such as language meetings to reinforce previously taught or acquired language.
Greenal author uses the term “game” anytime there is a competitive element between individual students or teams in an active language (1984). Unlike the concept of grammar, the concept of language games is linked to time (the time to start and end the game). It is structured by principles, but according to the actors’ purpose. These norms emerge from the act of playing, the object’s material structure, and the social setting.
Classification of Languages Games According to Hadfield (1998), there are two ways to classify language games, the first is that the game is divided into language games and the second is communication games (Klimova, 2014). Word Guessing games: This is a good game for students when they have to guess more abstract words. Choose five words related to recent conversation topics. And write hints to help students guess the words.
Purpose: - Practice for students - Lead and guide students to new lesson content. - Create a vibrant atmosphere at the beginning of the lesson. Includes 10 questions with the time taken: 3-5 minutes *Organization: - Divide the class into 2 teams. This type of game can be applied to warm up a number of other topics such as People; Places; or objects, to introduce the topic words of the lesson.
Killer game: This activity uses warm-up in class. The teacher divides the class into two groups and asks the students to guess a word or phrase. The teacher says how many letters the word contains and asks the students to guess each letter one by one. If the students guess correctly, the teacher clicks on the letterbox.
If they guess wrong 8 times, the hanging figure will appear and the game is over. Picture description: This is an activity in speaking lessons and it helps students to be able to observe and describe pictures related to the lesson. Besides, this game will bring the best benefit to the students in the later exams. Structure Game: This game is used to teach new grammar structures or to review already learned grammar structures.
This game is very helpful in helping students practice and develop communication skills. Some typical games like Animal quiz, Feel and think. Vocabulary game: Vocabulary is one of the difficult lessons of English. The integration of words in the game will help students easily memorize them more comfortably and quickly.
For example, there is a game called “Body fishing” to practice new words and “Bingo” helps students enrich their vocabulary (Klimova, 2014). Spelling game: How to write English letters is similar to Vietnamese letters, but their pronunciation is completely different from Vietnamese. Therefore, students often have difficulty in deciding how to write words correctly. Spelling games can help students avoid errors in vocabulary pronunciation.
Some typical games to help students pay attention to easy-to-miss words such as Complete The Word, Cross Words, Filling The Gaps, Fill in the O’s. Matching game: Computer Dating (practice questions and answers about hobbies), Flat Mates (practice questions and answers about habits), Home Sweet Home (practice describing the house) or apartment), My Home Town (practice describing places) (Klimova, 2014). Role-playing games: Animal Noise (requires instruction), Fashion Shows (practices describing people and clothes), The Lost Property Office (makes suggestions, requests, apologies). The basis of applying language games in teaching English First, language games create a fun learning environment.
It always requires a combination of students participating in pairs, in groups or the whole class, to work together to fulfill the requirements of the game and score points, so it creates a fun, exciting learning atmosphere. Besides, the mentality likes to score a lot of points and win (Thu, 2019). Winning will motivate students to actively and actively participate. Then the teacher’s job is to encourage students to be interested in the game.
In the fun and comfortable learning environment created by the game. In addition, reviewing learned knowledge and absorbing new knowledge will be much more effective. Second, language games promote learning motivation. Learning motivation will make student learning meaningful and effective.
The use of games in teaching English is one of the effective ways to create comfortable and enjoyable classroom hours for students to maintain learning motivation for them. At the same time, competition between players and teams is always a factor that promotes student learning motivation and encourages students to participate in games. On the other hand, mutual support in the process of participating in the game will make students feel more excited and confident, thereby forming learning motivation. Third, it enhances collaboration and requires cooperation, communication between students in discussion, close role.