Keyword : Games, Grammar Translation, Medium of teaching, Vocabulary, Mendankwe-Nkwen
Author(s) : Nicoline Agbor Tabe, PhD & Sirih-Nagang Nancy Nyindem, PhD
Abstract :
This study compares games to traditional grammar to teach vocabulary in Mendankwe- Nkwen. With a sampled population of 40 Forms 1A-C students of GBHS Bamendankwe, qualitative and quantitative data were obtained through participant observation, pre and post-tests, and questionnaires administered to the two national language teachers of the school. The class was divided into two groups (Forms 1A & B as the Control Group and Forms 1C as the Experimental Group), upon which tests were administered to establish the vocabulary levels of both sampled groups and determine which method is more productive in vocabulary mastery of the target language. Data was analysed within the theoretical framework of the constructivism theory of Jean Piaget (1964) and the Motivational theory of John Keller (1983). The findings revealed that learners who study through games retain and master the target vocabulary more than those who study through the traditional grammar-translation method. Another finding revealed that the experimental class was more lively, interactive, and engaging as learners actively used the target vocabulary as opposed to the control group. Further findings depicted that students of the experimental group used and improved their speaking, listening, and nonverbal skills through gestures, demonstrations, and dramatisation compared to those of the other group. Therefore, it recommends that educational stakeholders (teachers, school administrators, and pedagogic Inspectors) emphasise implementing games in vocabulary lessons.
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