The role of pictures and games in vocabulary teaching: A case study with a two-year old boy in a naturalistic setting Esra Akkoyun; Supervisor: Behbood Mohammadzadeh

Yazar: Katkıda bulunan(lar):Dil: İngilizce Yayın ayrıntıları:Nicosia Cyprus International University 2013Tanım: V, 97 p. pic., tab. 30.5 cm CDİçerik türü:
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  • unmediated
Taşıyıcı türü:
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Konu(lar):
Eksik içerik
6 CHAPTER 1
6 INTRODUCTION
6 BACKGROUND OF THE STUDY
7 PURPOSE OF THE STUDY
8 RESEARCH QUESTIONS
9 SIGNIFICANCE OF THE STUDY
11 LIMITATION OF THE STUDY
11 ORGANIZATION OF THE THESIS
12 SUMMARY OF THE CHAPTER
13 CHAPTER II
13 INTRODUCTION
13 FEATURE OF THE VOCABULARY TEACHING PLAN OF THE THESIS
14 WHO IS A ''VERY YOUNG LEANER''?
14 CHARACTERISTICS OF VERY YOUNG LEANERS OF ENGLISH
15 PRINCIPLES OF CHILDREN'S LEARNING AND LANGUAGES LEARNING
17 PRICINPLES OF CHILDREN'S LANGUAGE LEARNING
18 PRINCIPLES OF CHILDREN'S SECOND LANGUAGES LEARNING AND TEACHING
22 VOCABULARY IN THE GENERAL CONCEPT OF LANGUAGE
23 IMPORTANCE OF VOCABULARY
24 CHILDREN'S LANGUAGE DEVELOPMENT
25 STRATEGIES OF TEACHING VOCABULARY TO A VERY YOUNG LEARNER
25 PICTURE IN FOREIGN VOCALBULARY TERCHING
26 TEACHING ENGLISH VOCALBULARY USING GAMES
27 BENEFITS OF USING GAMES AND GAMES PICTURES IN VOCABULARY TEACHING
28 MOTIVATION
28 REAL LIFE
28 SELF-CONFIDENCE
29 ROLE OF GAMES AND PICTURES IN VOCABULARY RETENTION
33 ASSESSING SECOND LANGUAGE VOCABULARY DEVELOPMENT OF VERY YOUNG LEARNERS
33 RATIONALE FOR ASSESSING VERY YOUNG LEANERS
33 WHAT IS A 'GOOD' RESULT?
36 STUDIES ON TEACHING TO YOUNG LEANERS AND VERY YOUNG LEANERS
38 SUMMARY OF CHAPTER
39 CHAPTER III
39 METHODOLOGY
39 INTRODUCTION
42 STEPS IN A CASE STUDY RESEARCH
42 SETTING THE LOCATION AND TIME LIMITS AND THE PARTICIPANT: CASE STUDY OF A LANGUAGE LEANER
44 RESEARCH QUESTIONS
44 CONTEXT OF THE STUDY
45 DATA SOURCES
45 HOME OBSERVATIONS DURING ACTIVITIES
46 VOCALBULARY RETENTION TESTS
47 DATA ANALYSIS PROCEDURE
47 RESEARCH DESIGN
50 DESCRIPTION OF THE GAMES AND PICTURES IMPLEMENTED
54 CHAPTER IV
54 DATA ANALYSIS AND RESULTS
54 INTRODUCTION
54 RESEARCH QUESTION : Are games and pictures effective on the Learning and retention of the Vocalbulary items?
59 Sub-Research Question 1 : How does the use of pictures effect a very young learner's vocalbulary learning process?
63 Sub-Research Question 2: How does the use of games affect a very young learner's vocabulary learning process?
67 Sub-research question 3: Does the Implementation of pictures contribute to the retention ?
69 Sub-research Question 4: Does the Implementation of games contirbute to the retention?
71 Sub-research Question 5: Does the implementation of pictures for a very young learner in a real life setting increase leaner's interest and motivation in learning the English vocabulary to be taught and facilitate the process?
72 Sub-research Question 6: Does the implementation of games for games for a very young learners in a real life setting increase learner's interest and motivation in learning the English vocabulary to be taught and facilities the process?
73 Sub-research Question 7: How does the use of picture affect a two year old boy's vocalbulary learning in a three month's periods?
75 Sub-research Quetion 8 : How does the use of genes affect a two year old boy's vocalbulary learning in three month period?
76 CHAPTER V
76 DISCUSSION AND CONCLUSION
76 Introduction
76 DISCUSSION OF THE RESULTS
79 SUGGESTIONS FOR FURTHER RESEARCH
80 SUMMARY OF THE CHAPTER
81 REFERENCES
86 APPENDICES
Özet: 'ABSTRACT This research study was designed to determine the influence of introducing English vocabulary items at very early ages in a naturalistic setting by comparing the participant's achievements and attitudes towards vocabulary learning through games and pictures. Another aim of the study is to find out whether teaching vocabulary through games and pictures will result in better learning and retention and offer suggestions based on the findings. Within the frameworks of the dynamics of a case study involved in teaching vocabulary to a very young learner, living in TRNC, the variables in this case study include the use of various pictures and games in vocabulary teaching as independent variables and the very young learner participating in the study in his learning English vocabulary as a dependent variable. The participant was observed from about 24 months to 27 months age. Retention tests prepared by the researcher were administered to the participant during the teaching and learning process in order to learn the role of games and pictures in vocabulary learning and retention. The participant in the study was taught by the researcher, herself, who had been trained in one of the English language teaching departments in Turkey. Data were obtained from the subject both by means of the home observations in a naturalistic setting and the retention tests and evaluated by the researcher. The descriptive analysis of the retention tests and home observations revealed that both games and pictures were effective in a very young learner's vocabulary learning but it was clear that teaching vocabulary using games was more effective than teaching vocabulary through pictures to the very young learner who was two years old. The findings of research will have a profound effect on the contribution of games and pictures for vocabulary learning while teaching young learners and very young learners. Keywords: vocabulary learning, vocabulary teaching, pictures and games in vocabulary learning, young language learners. '
Materyal türü: Thesis

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Includes appendix (86-97 p.)

Includes references (81-85 p.)

'ABSTRACT This research study was designed to determine the influence of introducing English vocabulary items at very early ages in a naturalistic setting by comparing the participant's achievements and attitudes towards vocabulary learning through games and pictures. Another aim of the study is to find out whether teaching vocabulary through games and pictures will result in better learning and retention and offer suggestions based on the findings. Within the frameworks of the dynamics of a case study involved in teaching vocabulary to a very young learner, living in TRNC, the variables in this case study include the use of various pictures and games in vocabulary teaching as independent variables and the very young learner participating in the study in his learning English vocabulary as a dependent variable. The participant was observed from about 24 months to 27 months age. Retention tests prepared by the researcher were administered to the participant during the teaching and learning process in order to learn the role of games and pictures in vocabulary learning and retention. The participant in the study was taught by the researcher, herself, who had been trained in one of the English language teaching departments in Turkey. Data were obtained from the subject both by means of the home observations in a naturalistic setting and the retention tests and evaluated by the researcher. The descriptive analysis of the retention tests and home observations revealed that both games and pictures were effective in a very young learner's vocabulary learning but it was clear that teaching vocabulary using games was more effective than teaching vocabulary through pictures to the very young learner who was two years old. The findings of research will have a profound effect on the contribution of games and pictures for vocabulary learning while teaching young learners and very young learners. Keywords: vocabulary learning, vocabulary teaching, pictures and games in vocabulary learning, young language learners. '

6 CHAPTER 1

6 INTRODUCTION

6 BACKGROUND OF THE STUDY

7 PURPOSE OF THE STUDY

8 RESEARCH QUESTIONS

9 SIGNIFICANCE OF THE STUDY

11 LIMITATION OF THE STUDY

11 ORGANIZATION OF THE THESIS

12 SUMMARY OF THE CHAPTER

13 CHAPTER II

13 INTRODUCTION

13 FEATURE OF THE VOCABULARY TEACHING PLAN OF THE THESIS

14 WHO IS A ''VERY YOUNG LEANER''?

14 CHARACTERISTICS OF VERY YOUNG LEANERS OF ENGLISH

15 PRINCIPLES OF CHILDREN'S LEARNING AND LANGUAGES LEARNING

17 PRICINPLES OF CHILDREN'S LANGUAGE LEARNING

18 PRINCIPLES OF CHILDREN'S SECOND LANGUAGES LEARNING AND TEACHING

22 VOCABULARY IN THE GENERAL CONCEPT OF LANGUAGE

23 IMPORTANCE OF VOCABULARY

24 CHILDREN'S LANGUAGE DEVELOPMENT

25 STRATEGIES OF TEACHING VOCABULARY TO A VERY YOUNG LEARNER

25 PICTURE IN FOREIGN VOCALBULARY TERCHING

26 TEACHING ENGLISH VOCALBULARY USING GAMES

27 BENEFITS OF USING GAMES AND GAMES PICTURES IN VOCABULARY TEACHING

28 MOTIVATION

28 REAL LIFE

28 SELF-CONFIDENCE

29 ROLE OF GAMES AND PICTURES IN VOCABULARY RETENTION

33 ASSESSING SECOND LANGUAGE VOCABULARY DEVELOPMENT OF VERY YOUNG LEARNERS

33 RATIONALE FOR ASSESSING VERY YOUNG LEANERS

33 WHAT IS A 'GOOD' RESULT?

36 STUDIES ON TEACHING TO YOUNG LEANERS AND VERY YOUNG LEANERS

38 SUMMARY OF CHAPTER

39 CHAPTER III

39 METHODOLOGY

39 INTRODUCTION

42 STEPS IN A CASE STUDY RESEARCH

42 SETTING THE LOCATION AND TIME LIMITS AND THE PARTICIPANT: CASE STUDY OF A LANGUAGE LEANER

44 RESEARCH QUESTIONS

44 CONTEXT OF THE STUDY

45 DATA SOURCES

45 HOME OBSERVATIONS DURING ACTIVITIES

46 VOCALBULARY RETENTION TESTS

47 DATA ANALYSIS PROCEDURE

47 RESEARCH DESIGN

50 DESCRIPTION OF THE GAMES AND PICTURES IMPLEMENTED

54 CHAPTER IV

54 DATA ANALYSIS AND RESULTS

54 INTRODUCTION

54 RESEARCH QUESTION : Are games and pictures effective on the Learning and retention of the Vocalbulary items?

59 Sub-Research Question 1 : How does the use of pictures effect a very young learner's vocalbulary learning process?

63 Sub-Research Question 2: How does the use of games affect a very young learner's vocabulary learning process?

67 Sub-research question 3: Does the Implementation of pictures contribute to the retention ?

69 Sub-research Question 4: Does the Implementation of games contirbute to the retention?

71 Sub-research Question 5: Does the implementation of pictures for a very young learner in a real life setting increase leaner's interest and motivation in learning the English vocabulary to be taught and facilitate the process?

72 Sub-research Question 6: Does the implementation of games for games for a very young learners in a real life setting increase learner's interest and motivation in learning the English vocabulary to be taught and facilities the process?

73 Sub-research Question 7: How does the use of picture affect a two year old boy's vocalbulary learning in a three month's periods?

75 Sub-research Quetion 8 : How does the use of genes affect a two year old boy's vocalbulary learning in three month period?

76 CHAPTER V

76 DISCUSSION AND CONCLUSION

76 Introduction

76 DISCUSSION OF THE RESULTS

79 SUGGESTIONS FOR FURTHER RESEARCH

80 SUMMARY OF THE CHAPTER

81 REFERENCES

86 APPENDICES

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