English Language and Linguistics System †Free Samples to Students

Question: Discuss about the English Language and Linguistics System. Answer: Introduction The purpose of this paper is to critically analyze the concept of learning games for teaching vocabulary. It is very important to examine the process of implementing learning games so as to facilitate students understanding of vocabulary (Moon, 2000). ESL students face several challenges when learning vocabulary, especially when learning foreign languages. The process of learning vocabulary is also faced by difficulties in teaching approach. Some teachers lack the ability to teach vocabulary due to lack of experience in teaching. Most of the teachers apply traditional teaching approach which may not fit the modern teaching styles that would be understood by the students (Wright, 2005). Such students face difficulties when learning vocabulary thereby taking much time to learn. Therefore, the paper will examine the importance of applying learning games to teach vocabulary to elementary students. In this framework, we apply TPR in order to demonstrate how it can be applied in teaching vocabulary. In this approach, ESL teachers and trainees apply this teaching methodology by considering practical classroom techniques (Lesikar Marie, 2008). Again, the ESL teachers apply activities recommended in the approach to enable elementary students acquire second language thereby learning new vocabularies. Again, the approach applies user-friendly content to provide a comprehensive survey of practical language teaching. It also apply certain principles of language learning and teaching. In addition, the approach considers the certain principles to develop a critical pedagogy and social responsibility. Another recommendation of total physical response is to train teachers of ESL and EFL. In that connection, the concept of language learning and language acquisition is very important to interactive approach of language learning. Use of traditional and rationalist methods is also applied in language learning thereby implementing functional and humanistic approaches to make elementary students to understand language and vocabularies (Thornbury, 2002). Lastly, the Total Physical Response Approach (TPR) is used to enhance students ability to listen and understand foreign language. In that connection, ESL students are able to respond to learning process through understanding of vocabularies. The use of learning games to teach vocabulary enable students to move, act and do things according to foreign language. The relevance of Previous Literature In this section, we review three articles so as to understand the use of learning games to teach vocabulary to elementary students. The core objective of the study is to determine the effects of using games to reinforce vocabulary learning. First, we consider the Journal of American Arabic Academy for Sciences and Technology by Muna, 2014. That is, Using Game Strategy for Motivating Students to Learn New English Vocabulary. According to Muna, there are certain problems faced by students when learning new vocabularies. The problem of memorizing new vocabularies and then using them to communicate is the main problem addressed by the author. There are many subjects that students study in elementary education. These subjects contain certain vocabularies that students are required to memorize (Richards Renandya, 2002). Learning of vocabularies in elementary schools is done using normal teaching strategies such as the use of flashcard and teaching of new words in context. However, this ap proach is not effective because students do not demonstrate any motive to memorize these vocabularies (Kuchenbecker, 2013). The use of the game as a vocabulary learning strategy is very applicable in the current elementary education. This approach acts as a motivating tool to enable students to learn and memorize new vocabularies. Motivation is one of the strategies used by teachers no make students active in classroom thereby leaning and memorizing new words. The next summary on use of games to teach vocabularies is obtained from the international electronic journal for teachers of English by Nitin Pillai, 2013. That is, Integrating Games and Vocabulary Teaching: An Exploratory Study. According to the author, students are expected to use extensive vocabulary in their academic and personal work. However, not many students have managed to achieve personal growth through the extensive use of vocabularies because they learned their vocabularies through use of inert approaches such as passive explanations (Nitin, 2013). Lack of improper methods to teach new words and vocabularies is the main contributor towards slow growth in language learning. The author recommends the use of certain games in teaching vocabularies. Some of the games that would be applicable include Hangman Grid, Crossword Puzzle, and Dumb Charades, Dice the Word, Number Clue Game and The Grid (Mills, 2003). Through the use of these games, students are able to learn new words. This strategy is very effective because as students get motivated to play the game, they learn new vocabularies. The last summary of the use of gaming strategy to teach vocabularies in elementary education is obtained from the literature of Osha Saeed Al Neyadi. That is, The Effects of Using Games to Reinforce Vocabulary Learning. According to Osha Saeed Al Neyadi, there are two main approaches to gaming that can be applied in teaching vocabularies (Muna, 2014). They include the grammar-translation method and the audio-lingual method. The use of grammar-translation is to memorize lists of vocabularies and then use them for assessments. The use of this approach focused the learning of vocabularies so as to illustrate grammar rules. On the other hand, an audio-lingual approach focused on the pronunciation of vocabularies and intensive oral drilling of new words (Brown, 1994). From the analysis and presentation of data in this research, several issues can be drawn concerning the use of games in teaching vocabularies. First, the use of games enables students to memorize new vocabularies. There is an increase in words memorization through use of games to practice and recycle vocabularies. Again, use of games to recycle and practice vocabularies increase interaction among students. Lastly, there is an increase in students motivation as a result of the use of games to practice and recycle vocabularies. Conclusion In conclusion, many researchers agreed that teaching vocabulary through games can be used to motivate students to learn language and vocabularies. This can increase the interest level of the students and ESL teachers (Theresa Hall, 2013). Moreover, it can raise student interaction and enhance student motivation in learning vocabulary. Nevertheless, there exist certain gaps in preparing strategic teaching method and activity to enhance games in teaching vocabularies. References Brown, H.D. (1994). Teaching by Principles: An Interactive Approach to Language Pedagogy. Prentice Hall Reagent. Kuchenbecker, K. (2013). "Exploring word and strategy knowledge of high school students in a German classroom." Ph.D. diss., University of Iowa. Lesikar, R., Marie, F. (2008). Basic Business Communication. New Delhi: Tata McGraw-Hill. Mills, G. E. (2003). Action research: A guide for the teacher researcher. US: Merrill Moon, J. (2000). Children Learning English. London: Macmillan. Muna, A. (2014). Using Game Strategy for Motivating Students to Learn New English Vocabulary. Journal of American Arabic Academy for Sciences and Technology, 5 (12). PP. 137-146. Nitin, P. (2013). Integrating Games and Vocabulary Teaching: An Explanatory Study. International Electronic Journal for Teachers of English, 3 (2). Pp. 98-112. Prentice Hall Press. Richards, J. C., Renandya, W. (2002). Methodology in Language Teaching: An Anthology of Current Practices. Cambridge University Press. Theresa, A.Y., Hall, H. M. (2013). Content-Based Second Language Teaching and Learning: An Interactive Approach. Pearson Publishers. Thornbury, S. (2002).How to Teach Vocabulary. London: Longman. Wright A, B. D. (2005). Games for Language Learning. New York: Cambridge University