dc.contributor |
Cortés Pomacóndor, Susana María |
|
dc.contributor.author |
Andreu Pirrie, Laura
|
|
dc.date |
2017 |
|
dc.date.accessioned |
2018-06-15T10:53:43Z |
|
dc.date.available |
2018-06-15T10:53:43Z |
|
dc.date.issued |
2018-06-15 |
|
dc.identifier.uri |
http://hdl.handle.net/11201/147071 |
|
dc.description.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. |
ca |
dc.format |
application/pdf |
|
dc.language.iso |
eng |
ca |
dc.publisher |
Universitat de les Illes Balears |
|
dc.rights |
info:eu-repo/semantics/openAccess |
|
dc.rights |
all rights reserved |
|
dc.subject |
37 - Educació. Ensenyament. Formació. Temps lliure |
ca |
dc.subject |
373 - Ensenyament primari i secundari |
ca |
dc.subject |
8 - Lingüística i literatura |
ca |
dc.subject.other |
L2 vocabulary teaching and learning |
ca |
dc.subject.other |
Vocabulary games |
ca |
dc.subject.other |
Vocabulary translation |
ca |
dc.subject.other |
Immediate and delayed learning |
ca |
dc.title |
Teaching and learning vocabulary through games and Ttranslation in the EFL Classroom: A case study |
ca |
dc.type |
info:eu-repo/semantics/masterThesis |
ca |
dc.type |
info:eu-repo/semantics/publishedVersion |
|
dc.date.updated |
2018-05-22T09:06:13Z |
|