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Abstract: Many educators are considering using online games for learning vocabulary. Among the existing online games is Kahoot. This study aimed to determine if male and female students learn vocabulary the same way using Kahoot! Games. The study examined whether there was any significant difference among the female and male groups in their vocabulary enhancement. This quantitative research study used a pre-test and a posttest administered to sixty-eight seventh-grade students. Findings revealed a significant difference in vocabulary enhancement between female and male students, thus supporting the use of Kahoot! games as an effective method for teaching vocabulary.
Keywords: technology & vocabulary, male vs. female, smartphone, EFL context
Published in DKUM: 25.07.2025; Views: 0; Downloads: 7
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Abstract: Ausgehend von einem interdisziplinären Studium eng miteinander verwobener wissenschaftlicher Disziplinen wird in der vorliegenden Dissertation theoretisch untersucht und belegt, wie der Wortschatzerwerb bzw. das Wortschatzlemen bei Jugendlichen und jungen Erwachsenen verläuft und wie Sprachelementspiele sinnvoll in diesen Prozess integriert werden können. Die so eruierten Paradigmen bilden die Grundlage fUr die Entwicklung einer Sprachspieltypologie, die sich speziell mit dem institutionellen Wortschatzerwerb hei Jugendlichen und jungen Erwachsenen beschäftigt, Anhand einer empirischen Fallstudie wird die Effizienz einiger ausgewählter Sprachelementspiele in der Praxis mit jugendlichen Deutschlernem überprüft. Vor dem Hintergrund der theoretischen und empirischen Erkenntnisse werden die aufgestellten Hypothesen im Bezug auf den motivationalen Charakter von Sprachspielen bzw. Sprachelementspielen auf ihre Gilltigkeit überprüft. Schließlich werden noch ein Fragenkatalog und die entwickelte Sprachspieltypologie als Werkzeuge angeboten, die es einer DaF-Lehrkraft ermöglichen, Sprachelementspiele sinnvoll und zielgerichtet in ihrem DaF-Unterricht mit Jugendlichen und jungen Erwachsenen einzusetzen. Dies alles wird durch die genau beschriebene, erklärte und begründete Schrittabfolge des Wortschatzerwerbs, den ausgearbeiteten Fragenkatalog und die entwickelte Sprachspieltypologie ermöglicht.
Keywords: German, foreign languages, didactics, vocabulary, language games, motivation, cognition, learning, adolescents, dissertations
Published in DKUM: 27.05.2025; Views: 0; Downloads: 12
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Abstract: There is a growing need for the development of at least some academic vocabulary in students of EFL (studying English for teaching and non-teaching purposes), if one of the main aims of EFL study is to produce competent users of English. Students are expected to read and understand advanced professional texts, not simply to successfully complete their degrees but to become a part of educated society, and to be able to meet the demands placed upon their knowledge in a prefessional environment. The reading and understanding of professional texts can be a highly demanding activity because of the number of academic and professional terms such texts include. This paper exemplifies the usefulness of a gap-fill exercise, as one among a range of options for developing and testing academic vocabulary in a professional context. The exercise was compiled with AWL gapmaker based on a professional review text, which includes academic items of vocabulary. The gap-fill exercise was used with two groups of EFL students in the same year of study and installed at two difficulty levels for two reasons: to test students' existing knowledge of academic vocabulary, and to enrich it through the analysis of words in context/co-text relation using a concordancing program. The paper compares the answers of both groups to determine the most problematic entries (incorrect answers), and to provide the possible reasons for them. Further, contextual clues are taken into consideration as a helpful source for determining correct entries, and tested with the concordancing program. Besides the emphasis on the usefulness of such gap-fill exercises combined with corpus for the development and enrichment of academic vocabulary, the paper also emphasizes the importance of guiding students in how to search for different grammatical and other contextual clues to make correct inferences, and how to use concordances to support or reject the claims.
Keywords: English, foreign languages, scientific language, scientific vocabulary, academic vocabulary, corpus linguistics, academic teaching, didactics
Published in DKUM: 18.05.2017; Views: 1942; Downloads: 459
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Abstract: The aim of this master’s thesis was to research the emphasis that is given on assimilating new vocabulary in the chosen textbooks, which were approved by the Ministry of Education, Science and Sport and are currently being used to teach/learn English as a foreign language in the ninth grade of primary schools. In the theoretical part the focus has been given on different methods for learning or teaching new vocabulary, the appropriate amount of new vocabulary regarding the level of students’ language competences, the effect of methodology on vocabulary learning and communication, the role of repeating and refreshing of new vocabulary and the role of a textbook in foreign language learning. The empirical part of the thesis includes two separate analyses of the questionnaire conducted among ninth grade students and teachers of English as a foreign language in the ninth grade of primary school. 48 students and 73 teachers participated in the research. With the help of these analyses we tried to establish whether the texts in the chosen textbooks are authentic enough to enhance automatic learning of vocabulary, whether the method for expanding vocabulary, which was named as the most successful in the theory, is also used in the textbooks that were analyzed and whether the textbooks include sufficient exercises to assimilate and refresh new vocabulary. The research showed that the texts in the coursebooks are at least nearly authentic pieces of language according to students and teachers of English as a foreign language. However, slight adaptations of the texts are possible and also approved by the researches. One of the most successful methods for expanding vocabulary is, according to literature, reading. The analysis has also proven it in practice, since teachers named it as the most successful one. The results of the analysis showed that the textbooks include sufficient exercises to assimilate and refresh new vocabulary.
Keywords: expanding vocabulary, methodology, reading, repeating, ELT textbooks, primary school, ninth grade
Published in DKUM: 06.02.2017; Views: 1926; Downloads: 99
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Abstract: The thesis presents a topic that is nowadays very current in the field of education, even though it takes places outside of school, and that is individualized learning a foreign language. More and more children need additional help with acquisition and understanding of a foreign language and for this reason, the purpose of this thesis was to present individualized learning, to explore different approaches and methods of language teaching, which have evolved over the years and have been the subject of research and opinions of various authors. For learners, certain elements presented a big obstacle in learning a foreign language, which is why the thesis also presents different techniques of learning vocabulary and grammar according to various authors, which are also compared with our personal experiences, gained from individualized learning. The empirical part was based on a research, where we compared English examination tests of two learners, who attended individualized learning through all four years of secondary school. In each year, we made an analysis of both tests individually, compared learners’ mistakes and progress, and gave solutions to improve learners’ knowledge and understanding of a foreign language. Furthermore, we compared our personal experiences based on individualized learning with experiences and suggestions of other authors in connection with the use of different methods and approaches, and with learning vocabulary and grammar. Through theory and research, where the descriptive and comparative research method was used, we discovered that individualized learning was and will remain a very useful and effective tool in learning a foreign language, which gave learners excellent results at school, enriched their experience with the foreign language and most importantly, it raised their self-confidence in using a foreign language.
Keywords: individualized learning, learners, approaches, methods, grammar, vocabulary
Published in DKUM: 02.09.2016; Views: 1336; Downloads: 121
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