Résumé:
The purpose of this research is to evaluate middle school pupils’ vocabulary achievement after being taught by using Pictionary Game, so as to determine whether this strategy is effective and can be implemented in the language classroom to enhance the pupils’ vocabulary development. To reach the underlined objectives, the researchers used the qualitative-quantitative method. The population comprised of all first year pupils(182) in Bilal Ibn Rabbah Middle School, Taher-Jijel from which a sample of 58 pupils (24 male pupils and 34 female pupils) was randomly selected. The study relied on three research instruments: an experiment, classroom observation, and a teachers’ questionnaire. First, an experimental study was adopted using the traditional model that consisted of two groups; experimental group and control group. Both groups were pre-tested and post-tested. The experimental group was subject to treatment for five sessions using Pictionary game to teach vocabulary. Second, the teachers’ questionnaire was administered to Thirty (30) teachers from different middle schools in Jijel. Third, classroom observation was conducted with both control and experimental group for the sake of obtaining more data about teaching vocabulary. The final results indicated that middle school teachers of English are aware that vocabulary should be taught by using different strategies and techniques. As far as the results of the experiment are concerned, there was a significant difference in the performance of pupils in the experimental group (M= 13.12, SD=2.98) and the control group (M= 9.86, SD=3.64). That is, there is positive and significant improvement in the pupils’ vocabulary achievement. Thus, Pictionary game proves to be effective in learning and developing English vocabulary and also to sustain the learners’ motivation and interest.
