Jumbled-Letter Game for Vocabulary Teaching

Many kids in school are wanting to learn a new language away from their native language but many students are wondering what language is going to help them the most in the future. English is the clear answer for these students that are wondering what new language to learn for a number of reasons. Through different articles through the book “Language: A Reader for Writers” it discusses how language is the most successful and most useful language to speak. College students who want to learn a second language, that have not learned English, should learn English because it is the most widely used language in the world and it is the most useful language to learn.

1. How effective are CLT activities ( language games, role plays, problem-solving tasks, information gaps, and interviews) used in class on improving students’ communicative competence?

To this end ice breakers, introduction and communication exercisers such as those provided by Brandes and Phillips (1979), Bond (1986), Leech and Wooster (1986) and Dearling and Armstrong (1994) were used. As Dynes describes `[games] stimulate the imagination, make people resourceful and help develop social ability and co-operation` (Dynes, 1990).

Play should involve children interacting with their teachers and peers. Children can develop their language through play (E.g. Nursery rhymes and verbal jokes.) Language must be modelled by adults in order for children to develop their own language skills correctly. Children give themselves challenges and set their own targets when they are playing and can do this according to their own interests and it makes them aware of their strengths and abilities.

Answer: Lots of activities through play can promote speech language and communication. Activities such as group activities promote children to speak to each other and express their feelings. Children learn through play and learn other childrenâ€TMs language.

Maybe even go over flash cards together at home. For example, cards that are of objects like television, car, door, chair, table, kitchen, house, dog, pillow, or blanket. Simple words that can not only help the English language learner, but maybe even the parents as well. Of course I would add pictures on the opposite side, so they know exactly what it is. In this activity, the purpose is for the parent to interact with their child and help them memorize words and know what they have trouble with.

Two mental condition that would benefit from this game and type of activity are depression and semantic pragmatic disorder. The social setting can offer a setting for an individual with depression to open up in without the pressure of needed to talk to people. Or it can simply create a way of meeting other people. An individual with semantic pragmatic disorder would also benefit from the opportunity of openness and group setting. The activity can help facilitate speech exercises that can be modified to suit an individual’s needs. A method to do that would to tell everyone that one the first round, they must say a word that begins with the letter ‘a’.

According to the text “Gamification of learning”, If teachers could make a classroom involving games. For learning it could help students understand learning more. Also, this idea would also make learning energetic and easier to pay attention in class. Next, this could encourage students to want to learn more. This also has a chance to bring fun and joy into the classroom.

longitudinal study is needed in order to ascertain whether the use of language within formal feedback or challenge activities are beneficial to students.

There are many different games not only for reading or math but games to improve memory games for example (Learning Games for Kids, 2015).

Role-play is one of famous activity among the young children, they learn to use different expressing words or phrases to interpret the situation and express their feelings, fear, excitement or anger (Stone, 1993). Teaching bilingual children lots of repetition is needed and they only learn new words through activities moreover, I use the visual aids to introduce the vocabularies (Supporting Bilingual Children in EYFS). Activities provide them opportunities to closely interact and reflect their linguistic experiences. It helps these children to practice their language and provide the best outcomes of their learning for example, daily story telling, singing, introducing new words through games and using visual aids to describe them (Clarke, 2009).

Although vocabulary is the sub-skill of a language, it plays a very important role in language learning and teaching. In fact, vocabulary is central to language and is of paramount importance to language learners. On the other hand, words are the building blocks of a language that are used to label objects, actions, and ideas. In other words, people cannot convey the intended meaning without knowing vocabulary. It is widely accepted that vocabulary is a very important part in English language learning because no one can communicate in any meaningful way without vocabulary. As McCarthy (1990) stated, the single, biggest component of any language course is vocabulary. Nation (1990) also affirms that vocabulary can be considered as the most important element in language learning because Learners think that many of their

Vocabulary plays a significant role in English as second language learning process. For the majority of English as Second Language(ESL) learners, the ultimate goal of learning the language is to understand (read and listen) and communicate (write and speak) with little difficulty and the lack of sufficient vocabulary may be the constraint of such goal (Folse, 2004). As the bedrock of English and as well as language, vocabulary also facilitates the development of other language skills: lexical richness leads to the progress in the use of language, namely listening, speaking, reading and writing skills (Nation, 1994). Reversely, The improvement in such skills may enhance learners vocabulary size as the exposure to more learning materials improves the capacity to acquire new vocabulary. (The importance of learning vocabulary/ why vocabulary?)

The goal of this method is to help the students to be able to communicate in the target language. In order to achieve this purpose, the Audio-Lingual Method contains the following characteristics. Firstly, contextualized dialogs are utilized to present new vocabulary and structures in class. Secondly, the conversations are learned through drills which are considered as an integral part of the Audio-Lingual Method. In my own teaching, backward build-up drill, repetition drill and substitution drill contribute importantly the success of students’ learning. Next, grammar rules are induced from examples. By this approach, students personalize and use the grammatical points naturally like the way they acquire the native language. Based on above features, it is believed that the Audio-Lingual Method has a part in the communicative development of students in the target language.

They need to gain exposure to “comprehensible samples of language and they need chances to play with and communicate with the language themselves” (Scrivener, 2011: 23). Students need to talk themselves, they need to communicate with a variety of people, they need to do a variety of different language-related tasks, they need feedback on how successful or not their attempts at communication have been. Using games in teaching creates the opportunity for every learner to use the language much more than in traditional teaching. By creating group work, pair or individual work, the teacher can ensure “that each and every learner has optimum opportunity for oral practice in using language, going beyond what is possible in class work” (Wright, Betteridge & Buckby, 2006: