Teaching English Vocabulary Using Games

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|Vol 36 No 1, January - March 1998 Page 20|PREVIOUS ... CONTENTS ... SEARCH ... NEXT |

| |The Use of Games | |

| |For Vocabulary Presentation and Revision | |

| |by Agnieszka Uberman | |

| | |Vocabulary acquisition is increasingly viewed as crucial to language acquisition. | | |
| | |However, there is much disagreement as to the effectiveness of different approaches for | | |
| | |presenting vocabulary items. Moreover, learning vocabulary
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As French Allen perceives them, dictionaries are "passports to independence," and using them is| |
| |one of the student-centered learning activities (1983:83). | |

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| |Using games | |

| |The advantages of using games. Many experienced textbook and methodology manuals writers have argued that | |
| |games are not just time-filling activities but have a great educational value. W. R. Lee holds that most | |
| |language games make learners use the language instead of thinking about learning the correct forms (1979:2). | |
| |He also says that games should be treated as central not peripheral to the foreign language teaching | |
| |programme. A similar opinion is expressed by Richard-Amato, who believes games to be fun but warns against | |
| |overlooking their pedagogical value, particularly in foreign language teaching. There are many advantages of | |
| |using games. "Games can lower anxiety, thus making the acquisition of input more likely" (Richard-Amato | |
| |1988:147). They are highly motivating and
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