Using Games as a Vocabulary Strategy to Develop Pupil's Lexical Competence

Abstract

The significance and complexity of vocabulary acquisition in language learning cannot be overstated. Therefore, it is essential for teachers, particularly those instructing third-year primary school students, to employ effective techniques that address the challenges faced by learners and enhance their foreign vocabulary knowledge. In this research, language games are proposed as an effective method to achieve these objectives by combining entertainment and vocabulary improvement. Language games not only bring variety to the classroom but also serve as an enjoyable technique for learners to become familiar with new words, reinforce lexical items, and facilitate memorization. To investigate the efficacy of language games in vocabulary instruction, a descriptive study was conducted. This study involved a questionnaire administered to EFL teachers, aimed at examining their attitudes towards vocabulary instruction and their perspectives on using language games as a teaching technique. Additionally, the research adopts a learner-centered approach, where learners are observed in a classroom session while engaging in the language game, with the teacher assuming a guiding role. The primary objective is to assess the extent to which language games contribute to learning new methods and their effective utilization. The results of the study demonstrated the effectiveness of language games in enhancing the vocabulary knowledge of EFL primary school students and developing their lexical competence. The students exhibited substantial progress, learning nearly all the unfamiliar words encountered in the initial session. Moreover, they displayed high levels of motivation and interest. Based on these findings, it is strongly recommended that language games be integrated into vocabulary instruction to facilitate effective learning and engagement among students.