Effective and affective vocabulary learning through games

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F44555601%3A13510%2F19%3A43896634" target="_blank" >RIV/44555601:13510/19:43896634 - isvavai.cz</a>

Výsledek na webu

<a href="https://library.iated.org/view/SUCHANKOVA2019EFF" target="_blank" >https://library.iated.org/view/SUCHANKOVA2019EFF</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Effective and affective vocabulary learning through games

Popis výsledku v původním jazyce

Learning a foreign language is hard work. Learners must apply a lot of effort to understand, to repeat accurately, to manipulate newly understood language and to use the whole range of known language in language production (conversation or writing). They have to pay attention to proper pronunciation, correct language structures and their appropriate use. Attention and effort are required at every moment and must be maintained over a long period of time. Games help and encourage learners to sustain their interest and work. Games also help the teacher to create contexts in which the language is useful and meaningful. They bring real language into the classroom. They encourage learning, cooperation, all types of communication (agreeing, arguing criticizing, explaining etc.) they capture interest, increase motivation, very often develop thinking and logic, and bring enjoyment and fun into the classroom. The enjoyment of games is not restricted by age. Some learners enjoy them more than others, but this does not depend on their age. It is usually related to the appropriateness and to the role of the player. But generally most learners welcome games and are even prepared to take part in games which they would consider a little juvenile or rather boring in their mother tongues. The essential ingredient of a game is a challenge. This is not synonymous with competition. Older teenagers and adults might be reluctant to compete, being too shy or afraid of losing. All games must be carefully selected, modified to the learners? socio ? cultural background and the level of language, appropriately set, explained, carried out and evaluated. The workshop will discuss the benefits of vocabulary games in general from the point of view of psychology. It will especially concentrate on their communicative aspects and provide the participants with a sample range of such games with an on-going discussion on their advantages and disadvantages for creating a communicative and effective English lesson.

Název v anglickém jazyce

Effective and affective vocabulary learning through games

Popis výsledku anglicky

Learning a foreign language is hard work. Learners must apply a lot of effort to understand, to repeat accurately, to manipulate newly understood language and to use the whole range of known language in language production (conversation or writing). They have to pay attention to proper pronunciation, correct language structures and their appropriate use. Attention and effort are required at every moment and must be maintained over a long period of time. Games help and encourage learners to sustain their interest and work. Games also help the teacher to create contexts in which the language is useful and meaningful. They bring real language into the classroom. They encourage learning, cooperation, all types of communication (agreeing, arguing criticizing, explaining etc.) they capture interest, increase motivation, very often develop thinking and logic, and bring enjoyment and fun into the classroom. The enjoyment of games is not restricted by age. Some learners enjoy them more than others, but this does not depend on their age. It is usually related to the appropriateness and to the role of the player. But generally most learners welcome games and are even prepared to take part in games which they would consider a little juvenile or rather boring in their mother tongues. The essential ingredient of a game is a challenge. This is not synonymous with competition. Older teenagers and adults might be reluctant to compete, being too shy or afraid of losing. All games must be carefully selected, modified to the learners? socio ? cultural background and the level of language, appropriately set, explained, carried out and evaluated. The workshop will discuss the benefits of vocabulary games in general from the point of view of psychology. It will especially concentrate on their communicative aspects and provide the participants with a sample range of such games with an on-going discussion on their advantages and disadvantages for creating a communicative and effective English lesson.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

50302 - Education, special (to gifted persons, those with learning disabilities)

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2019

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

EDULEARN19 Proceedings

ISBN

978-84-09-12031-4

ISSN

2340-1117

e-ISSN

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Počet stran výsledku

5

Strana od-do

8241-8245

Název nakladatele

IATED Academy

Místo vydání

Spain

Místo konání akce

Palma

Datum konání akce

1. 7. 2019

Typ akce podle státní příslušnosti

EUR - Evropská akce

Kód UT WoS článku

000553304902124