| Summary: | 碩士 === 中華大學 === 資訊管理學系碩士班 === 102 === This is a survey of the effects of using games to practice vocabulary in the learning of English to young learners whose have major subject English and whose major subject is not English. The present study investigated the awareness, beliefs, and instructional practices with respect to vocabulary learning strategies of Taiwanese students. Learning vocabulary through games was chosen as the focus area for my research for several reasons. Firstly, I observed during the course of many learning practice placements during undergraduate studies that new vocabulary in English lessons in schools is mostly taught through the use of flashcards. Secondly, I observed that it is often taught out of context, as isolated words. Thirdly, I noticed that there is minimal variation in the learning style used in English language learning in Taiwan schools and forth, the reason why I am doing this research among the students whose major is English and whose major is not English because there is a big gap in between both kinds of English learner. The students whose major is English like to speak English with others but the students whose major is not English don’t like to speak English with others and they feel shy to speak English with others.
The study was conducted with a game “VocaMono” among hundreds students whose major is English and whose major is not English in Chung Hua University in Taiwan where mandarin is the medium of instruction. Other strategies such as implementing games are very occasionally used to learn vocabulary; however, they are only used for a limited time. Using games is considered time consuming, so learners prefer to use drilling as an immediate way of teaching and practicing vocabulary. In this “VocaMono” game, the learner have to make the right words with some provided characters and if the learner wants, he can check the word immediately or later from the log. Behalf of this log table we can conclude the effect and efficiency of learner on English learner through vocabulary game.
This thesis conclude the effect of English vocabulary learning game on the students whose major is English and whose major is not English. It have shown the significant differences among English and non-English majors in their beliefs about language and
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language learning, motivation, learning strategies, learning styles and other affective factors. Some significant correlations have been found between learning beliefs and many factors such as behavior of learner, learning strategies, motivation, attitude, anxiety, attribution and self-efficacy. In this paper I conclude the positive beliefs about language learning have proved to be crucial for effective learning and, learner training should be incorporated into current English learning curriculum among non-English majors if efficient language teaching and learning is to be achieved.
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