Forming linguistic competence of pupils at the secondary school using lexical games
Nowadays the main goal of teaching any foreign language is to teach pupils to communicate in the target language. However, communication is impossible without knowledge of grammar, phonetics, orthography and especially vocabulary. That is why at the secondary school teachers should pay much attention to forming linguistic competence as one of the main components of communicative competence.
Linguistic competence includes knowledge of how the linguistic system of a language operates and appropriate habits. It combines the following components: grammar competence, phonological competence, orthographical competence and lexical competence.
One of the most important aspects which represent some difficulty while forming the linguistic competence, especially at the secondary school, is learning new vocabulary because many students tend to forget or misuse new words. This happens due to different factors, such as: words are not properly stored in students’ minds; they are not practiced enough; they are not related to the students’ interests. Besides learning vocabulary demands frequentative reiteration that tires students with its monotony and does not bring the desired results. So what should teachers do in such a situation? The solution is very simple: teachers must create various and stimulating methods for the class to involve the new vocabulary more actively. Thus the usage of appropriate games can be a good solution to this problem. Moreover learning some material with the help of games is interesting not only for the pupils of the primary school, but it is as well exciting for the students of the secondary school, because games remain their significance and attraction during the whole life of people.
Many experienced methodologists say that games are not just time-filling activities, but they have a great educational value because most language games make students use the language instead of thinking about learning the correct forms.
Teachers can use games while teaching English vocabulary with different aims such as:
o to present new vocabulary items;
o to review vocabulary from the previous lessons;
o to check what students know before teaching some new vocabulary items;
o to practice new vocabulary items that have just been presented;
o as warmers, ice-breakers and time-fillers.
Teaching English vocabulary with the help of games has many advantages:
· Games are a welcome break from the usual routine of the language class.
· Games change the role of the teacher and the learner.
· Games motivate and challenge students to participate actively in the learning activities.
· Games provide language practice in the various skills such as speaking, writing, listening and reading.
· Games provide the opportunities to use language in a less formal way.
· Games keep students interested in learning the language and make learning more memorable.
· Games can help students learn new words more easily.
· Vocabulary games increase students’ use of English in a communicative way.
Therefore the usage of lexical games at the secondary school is appropriate as they can be used for the presentation, reiteration and practice of the new vocabulary.
We would like to give some examples of how lexical games can be used for the effective presentation and practice of the new vocabulary connected with the topic “Food” (for the 7th form).
1 stage: Introducing new vocabulary.
1. “Match”
The students have to match the word with the definition.
1. sea-food
2. mustard
3. candy floss
4. roll
5. sauerkraut
6. tangerine
a) cabbage which has been cut into small pieces and preserved in vinegar
b) a thick yellow or brown sauce that tastes spicy and is eaten cold in small amounts, especially with meat
c) a small loaf of bread for one person
d) animals from the sea that can be eaten, especially fish
e) a fruit like a small orange with a loose skin
f) a large soft ball of white or pink sugar in the form of thin threads, which is usually sold on a stick and eaten at fairs and amusement parks
2. “Hangman”
Have the students mark lines on their papers that correspond to the number of letters in a word. For example, if the word is “horseradish”, they would make 11 lines on their paper. Then you should give them the first letter - "h" and invite them to call out possible answers. Everyone writes down the letter on the first line. Encourage all guesses. After a very brief time, give them the next letter - "o" and everyone writes it on the second line (It should look like this h o______) Invite them to guess again. Continue on, adding a letter and having them guess until someone comes up with the right word. Then you can ask the students to try to translate the word.
3. “Rebus”
The students should combine 2 different words to get a new one.
(ice-cream)
(gooseberry)
(horseradish)
(pancake)
(orange juice)
4. “Word in the word”
There are the hidden words in the words that are written on the blackboard. All the hidden words are connected with the topic. The students have to find the hidden words and try to translate them.
1. grapefruit
2. cakewalk
3. steakhouse
4. egghead
5. peppery
6. saltation
7. butterfly
8. pearly
9. breadthways
10. chopsticks
2 stage: Activating new vocabulary.
1. “Dominoes”
The students get the cards with the words. A student, who makes a sentence with both of words first, starts the game. The other student should find a card that will make a word combination or a compound noun with the previous one and make a sentence with it.
FOOD / ICECHICKEN / SEA
POTATO / JANK
CREAM / BOILED
MEAT / PAN
EGGS / GRILLED
FOOD / APPLE
JUICE / MASHED
FOOD / TENDER
CAKE / FAST
2. “Word map”
There is a beginning of the map and students have to add different words connected with the topic.
3. “Mixed Salad”
The words are written with the mixed letters and the students have to recognize the words and write them correctly.
Food: ssaageu, kppmiun, eaeebfstk, ffuedst, ecuttel, rinegetan, wercaufloli, braeyrrsp, mnolas, ardstum.
(sausage, pumpkin, beefsteak, stuffed, lettuce, tangerine, cauliflower, raspberry, salmon, mustard)
4. “The snake”
The students are divided into groups of 3-4 persons. They should throw a brick and make their moves. The captains of the teams write down the letters. And when a team approaches the finish they should make as many words with the letters they’ve got as possible.
The star (*) means that a team can use any letter they need. (A team can use the star only once.)
For example. The letters are: z, o, c, f, u, e, h, d, e, y, a, j, p, e, o, *, a, s, m, i. The words may be the following: fish, jam, ham, dish, pea, food, soup, meat, cheese, chops.
P / D / I / A / F / O / Z / L / N / X / R / S / I / EV
Y / A / S / D / F / G / H / J / K / L / Z / X / T
M / C / B
P / B / N / M / A / S / D / F / G / V / A
Y / V / H / B / C
L / C / O / P / Z / * / J / N / W
S / X / I / A / K / M / R
C / Z / U / L / R / E
Q / P / Y / T / R / E / W / Q / D / *
E / O / C / F
J / P / I / H / C / T / L / * / A / U / H / N
D / P
C / E / H / O / * / S / E / G / W / M / E / Y / A / U
5. “At the restaurant”
a) The students are suggested a menu but there are some mistakes in it. They have to find the mistakes and correct them.
b) The students have to divide into small groups and make up a dialogue “At the restaurant” and then they have to perform it.
Two boxes of games for the 7th form on the topic “Food. Meals” are presented. The games are chosen according to the stages of teaching vocabulary: the 1st stage is introduction of new vocabulary and the 2nd one is activation of new vocabulary. The two kinds of games (linguistic games and communicative games) have different goals. The goal of linguistic games is remembering the words, while communicative games have the goal of carrying out various tasks such as exchanging information, filling a chart or finding two matching cards. The games not only help students to remember and use the new vocabulary, but they also develop their cognitions, creative and logical thinking.
The suggested games can be used for the individual and group work. But they are strongly recommended for group work. Because working in groups raises the students’ activity and motivation. Besides it gives every student an opportunity to appraise himself/herself and his/her classmates. Moreover working in the groups makes the lesson more interesting and exciting.
So, the role of games in teaching and learning vocabulary can not be denied. Learning vocabulary through games is the most effective and interesting way that can be applied in any classroom.
The American proverb says: “A wise teacher makes learning a joy”. No doubt, the usage of games is one of the effective ways to make learning new vocabulary a real pleasure for all the students, as the last do not even feel that they are forced to learn, but just enjoy the process.
Література:
1. Ніколаєва С.Ю. Методика викладання іноземних мов у середніх навчальних закладах / С.Ю. Ніколаєва. – К.: Ленвіт, 2002. – 327 с.
2. Родкин К.А. Игра как средство повышения эффиктивности уроков английского языка / К.А. Родкин. – Иваново, 1961. – 56 с.
3. Lee W.R. Language teaching games and contests. – Oxford Univ. Press, 1979. – p. 214