Teaching and learning vocabulary through games and Ttranslation in the EFL Classroom: A case study

Abstract

[eng] Vocabulary teaching and learning in the EFL classroom is no longer overshadowed by grammar instruction. Its increase in status has led to research being conducted to investigate the effectiveness of different methods used to learn and retain vocabulary, among which are games and translation. However, the amount of research devoted to determine their effectiveness appears to be rather limited. These two methods are very different in nature and provoke differing opinions as to their worth as effective vocabulary teaching and learning tools. This study investigates the effect of vocabulary games and translation on the vocabulary learning and retention of twenty-six students aged between twelve and thirteen. They were organised into two groups, an experimental and control group. The former was exposed to games and the latter to translation. Quantitative data (tests) and qualitative data (classroom observation and interviews) were collected to answer the study‟s research questions. Quantitative data revealed that both methods were effective to learn and retain vocabulary, but the experimental group performed better than the control group. However, t-tests carried out to compare the results demonstrated that the difference in the majority of the tests was not statistically significant. The qualitative data showed that both methods had a positive impact on students‟ participation and motivation. However, games seemed to motivate and encourage the vast majority of the students to participate, irrespective of their proficiency level whereas translation appeared to stimulate mostly the high achievers. These findings may encourage EFL teachers to incorporate vocabulary games more often in their lessons and those who had negative views regarding translation may reconsider its value.