2.5 the significance of using game terminology consists of teachers teaching ikchaeng
(28-32: 1998.-Cruickshank) discusses the importance of using instructional games:
1. Helping to improve children's learning skills
2. review of the subjects studied,
3. Increase skills and players gradually by himself
4. Supplement your teaching, teachers, more attractive and help to solve problems of teaching and learning that is boring
see. How policy milieu (2540 (1997): 6) said the importance of the game, the atmosphere in the school is to create a lively and friendly between the teacher and students get more vocabulary game, these are the things to help promote vocabulary learning. In terms of using game terminology is important to them as follows:
.The game can be applied to teaching vocabulary, lesson fun and Yong. Create a durability to learn good English vocabulary. See SI Suwan (2540 (1997): 51-58), Jones (1999: 1-17), scholars have long buk (2543 (2000): 127)
2.6. Select the language to use in the game.
games language that will be used to teach or use in the team events, regardless of all the elements in terms of quantity. The quality and feasibility, as happy mayuree evolution and others (2539 (1996): 779), suggestions for selecting a game to suit the learner language as follows:
1. From time to time
The game should be used during late hours and should not going to take a lot more teachers should have the participants quit playing the game as soon as students use language in such episodes as well, no need to play to win. 2. the number of students in the class.
The teacher should arrange activities, participants, everyone is involved in the English game. If students have a lot of group activities should be used instead of a single activity, and maybe shed a player. Committee administrator.
3. The content in the classroom, teachers will need to consider that if
gaming that language must use space only? Participants will move with ease?
4.
AudioWhile playing a loud noise. Interference with nearby classrooms?
5. The attention of participants to adopt language game
.
no interest or participant is 6. Equipment or tools to be used in the gameplay
.Teachers will want to dream in advance in order to have the student make a device that will be used in the gameplay or the participants brought from home
7. Contrary to that language game culture
culture of Thai? If this is not appropriate, teachers should not be applied to
.Conclude that the language game, select or create a language game to suit learners then need to take the time. Where the number of players, as well as equipment, the attention of the students to the language as well as games that are not contrary to assimilated.
Department of academic affairs (2542 (1999): 35) suggested principles to consider. :
1. Games to help promote to highlight key points of the language learners lack what is
2. It helps to practice the various content that teachers have to teach it?
3. The game progresses rapidly or not
4. The game, a large number of students have opportunities to participate and not give a chance to a few people only play
5. The game allows participants happen whether or not the excitement
6. The game is simple and suitable for the age and the level of the learners? In order to have a little time to explain
7. The games promote motion is sufficient to achieve its participants?
8. There is enough space to play games or not comfortable.
9. The materials used in the toy is safe or not
.From the summary of the accompanying game that teach effectively. Teachers must meet a selection of games to suit the learning aim. Based on experience, knowledge and skill competencies in the selection of games in the games. How many more will be introduced into these lessons teaching procedures and operating procedures must be known and used the game to suit the time an opportunity to demand the attention and the capabilities of the students that when it is time to play the game. The game's name. There are rules for how to play, as well as the methods and practices of players with the roof should be made, however, until the end of the competition.
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3. research related to vocabulary teaching game
3.1. Foreign research
dik GER San (Dickerson. 1976 : Comparison of experimental 6456-A) remember the words of a student level 1 using game animation (Active Games), the game sluggishly (Passive Games) and regular activities (Traditional Activity) a sample of the student's level 1 number is 274 students, male students 146 128 female persons. Each group is treated as follows: group games movement is plays about moving parts of your body to play sluggishly game group using the word cards and Blackboard. A normal group practice. Experimental results it appears that
1. group games, there's a movement to recognize achievement in terms much higher than group games sluggishly and normal activity-based groups
2. Game group, the achievement is still sluggishly vocabulary higher than normal activity in
3. Male students and female students in the group games, there are movements in the recall is higher than male students and female students in the group that used the game sluggishly
4. Male students and female students in the group that used the game sluggishly. There are achievement to remember vocabulary much higher than male students and female students in the group that used the normal activity
5. In both experimental groups, there are groups 3 achievement to remember vocabulary between male students and female students do not differ
Craig (Craig 1989: 2263) saothoe College Exchange program Miss sasip-floppy has studied the impact of using the game boy's school attitudes toward dark skin. Level 3 is a sample male students of 3-level black 112 people. As a young man 61 students study medium 51 people using games to teach math, science, language arts and other subjects in the experimental group. The student section is a simple way to teach control groups are not used to teaching the game. Lol, it will affect the attitude and the quality of teaching and learning in a positive way.
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