چکیده:
The main purpose of this research was to investigate the role of game-oriented
instruction on learning vocabulary of Iranian young beginner students. Ninety public
school students were selected to participate in this study. Because of practical
limitations, the researchers could not assign students to different groups randomly but
the selection of the three groups as control and experimental groups were done
randomly. After administration of Key English Test (KET), the groups were
homogenized and 18 students were eliminated from this study. The treatment starts with
72 students, each group has 24 students. Before starting a treatment, a 20-item multiple
choice test was used as pretest. After administration of pretest, the treatment was
started. In the control group, new vocabularies were taught through traditional textbook
method. In one of the control group, game was used as a main medium of instruction
and in the other one, the combination of game and traditional methods were used. In
this group, game was used as a supplementary activity. After treatment, posttest was
administered in all three groups. In order to analyze the data, SPSS version 20 was
used. Since the design of this study was pretest-posttest, analysis of Covariance
(ANCOVA) was used for data analysis. Data analysis showed that there was not
significance difference between game group and traditional group, but there was a
significance difference between mixed group and traditional group. It means that using
game as a supplementary activity has the most beneficial effects on learning new
vocabularies.
خلاصه ماشینی:
Motivation is a key element in all language classes, and the teachers can influence students’ motivation by making a classroom a supportive environment in which students can find lots of opportunities to engage in different activities (Lightbown & Spada, 1990).
Sorayaie (2012) conducted a research about the effect of games on EFL learner’s vocabulary learning strategies, and after observing English classes and interviewing teachers and students and also his own reflection of applying games to language classes, they came to the conclusion that game will be helpful for teaching and learning vocabulary.
After administering pretest, treatment, and posttest, they analyzed the data and concluded that applying game had an important and determined role in learning new vocabulary of beginner students.
Due to the above-mentioned knowledge gap in L2 vocabulary learning literature and due to the significant issue of L2 young learners' vocabulary development, the present research attempted to answer the following research question about the role of game as a means of instruction as well as a supplementary activity in L2 vocabulary teaching: 1.
Results and Discussion</H1> The first research question of this study claims that game-oriented instruction does not have any effect on learning vocabulary of Iranian young beginner students.
So game as a supplementary activity can help the learners to learn new vocabularies more effectively.
It is suggested that further research should use different materials and teaching aids in order to investigate the effectiveness of game on learning vocabulary in the context of Iranian students.