چکیده:
Acquiring adequate vocabulary in a foreign language is very important but often difficult. Considering the importance of learner’s vocabulary learning and retention, the present study aimed at examining the impact of playing word games on young Iranian EFL learners’ vocabulary learning and retention at Irandoostan language Institute in Tabriz. To that end, 50 female learners at the age range of 8-12 were selected and assigned into an experimental (n=25) and a control (n=25) group. The design of the study was quasi-experimental with pretest, immediate posttest and delayed posttest. The content of the tests were based on the students’ course books and consisted of 20 items. The researcher utilized the word games in order to teach the selected vocabulary items during the course which lasted for a month and a half. The games were played each session for about 15 minutes. The experimental group was engaged in playing word games as a treatment and the control group received usual instruction. After the treatment, the participants in both groups took the post-test and after two weeks the learners were asked to take the test once more. This time their scores were assigned as the retention post-test scores. The mean scores of two groups were compared three times through the independent samples t-test. The results of the data analysis revealed that playing word games were effective in helping learners to improve their vocabulary learning and retention.
خلاصه ماشینی:
"The Impact of Playing Word Games on Young Iranian EFL Learners’ Vocabulary Learning and Retention Nasser Ghafoori*1, Raheleh Kabiri2 1, 2.
Considering the importance of learner’s vocabulary learning and retention, the present study aimed at examining the impact of playing word games on young Iranian EFL learners’ vocabulary learning and retention at Irandoostan language Institute in Tabriz.
The results of the data analysis revealed that playing word games were effective in helping learners to improve their vocabulary learning and retention.
English language researchers and scholars, for example Ballantyne, Sanderman, and Levy (2012), and Wong -Fillmore and Snow (2000), indicate that although teachers feel they are well prepared to teach young learner and have completed minimum certification requirements, they believe that they need more training in language acquisition and understanding bilingual development.
Language teachers need to put in mind the number of vocabulary items presented at any one time, and as Gersten and Baker (2000) pointed out, "the standard method of presenting up to 20 or more new vocabulary words that students are expected to learn at a given time is not an effective way to help the learners develop vocabulary" (Gersten & Baker, 2000, p.
Dolati & Mikaili (2011) conducted a study examine the role of games on vocabulary learning among 70 female students in the age of 12 to 15 at Bu-Ali Iranian primary school in Urmia, Iran.
Does playing word games have a significant effect on young Iranian EFL learners’ vocabulary learning and retention?"