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feelings [4, 59]. They also enable learners to acquire new experiences within a foreign language
which are not always possible during a typical lesson. Furthermore, to quote Richard-Amato,
they, «add diversion to the regular classroom activities», break the ice, «[but also] they are used
to introduce new ideas» [4, 98]. In the easy, relaxed atmosphere which is created by using
games, students remember things faster and better [5, 218]. S. M. Silvers says many teachers are
enthusiastic about using games as «a teaching device», yet they often perceive games as mere
time-fillers, «a break from the monotony of drilling» or frivolous activities. He also claims that
many teachers often overlook the fact that in a relaxed atmosphere, real learning takes place, and
students use the language they have been exposed to and have practiced earlier [5, 97]. Further
support comes from Zdybiewska, who believes games to be a good way of practicing language,
for they provide a model of what learners will use the language for in real life in the future [6,
86].
Games encourage, entertain, teach, and promote fluency. If not for any of these reasons,
they should be used just because they help students see beauty in a foreign language and not just
problems that at times seem overwhelming.'
When to Use Games Ms. Uberman noted that 'Games are often used as short warm-up
activities or when there is some time left at the end of a lesson. Yet, as Lee observes, a game
«should not be regarded as a marginal activity filling in odd moments when the teacher and class
have nothing better to do» [7, 113]. Games ought to be at the heart of teaching foreign
languages. Rixon suggests that games be used at all stages of the lesson, provided that they are
suitable and carefully chosen.'
Games also lend themselves well to revision exercises helping learners recall material in a
pleasant, entertaining way. All authors referred to in this article agree that even if games resulted
only in noise and entertained students, they are still worth paying attention to and implementing
in the classroom since they motivate learners, promote communicative competence, and generate
fluency.
Learning Vocabulary Games have been shown to have advantages and effectiveness in
learning vocabulary in various ways. First, games bring in relaxation and fun for students, thus
help them learn and retain new words more easily. Second, games usually involve friendly
competition and they keep learners interested. These create the motivation for learners of English
to get involved and participate actively in the learning activities. Third, vocabulary games bring
real world context into the classroom, and enhance students' use of English in a flexible,
communicative way.'
Therefore, the role of games in teaching and learning vocabulary cannot be denied.
However, in order to achieve the most from vocabulary games, it is essential that suitable games
are chosen. Whenever a game is to be conducted, the number of students, proficiency level,
cultural context, timing, learning topic, and the classroom settings are factors that should be
taken into account.'
The collection of word games is a valuable resource for the teacher of young through adult
learners of English as a second or foreign language. Focusing primarily on language
development through the use of high frequency vocabulary and structures, they reinforce
classroom lessons and provide additional spelling, conversation, listening and speaking practice.
The most instructive language learning games are those that emphasize specific structures.
They do not only practice the basic pattern but also do so in a pleasant, easy way that allows the
students to forget they are drilling grammar and concentrate on having fun. The following games
are concerned with Yes/No questions, Wh-questions, tag questions, comparative and superlative,
adverbs, modals, demonstratives, etc.
Most learners somehow accept that the sounds of a foreign language are going to be
Қазақ мемлекеттік қыздар
педагогикалық университеті Хабаршы №3 (51), 2014 ж.
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different from those of their mother tongue. What is more difficult to accept is that the grammar
of the new language is also spectacularly different from the way the mother tongue works. At a
subconscious, semiconscious and conscious level it is very hard to want to switch to «to be»
(‘I’m 23’, ‘I’m hungry’, ‘and I’m cold’) if it is «have» in Italian.
Grammar is perhaps so serious and central in learning another language that all ways
should be searched for which will focus student energy on the task of mastering and internalizing
it. One way of focusing this energy is through the release offered by games. Teenagers are
delighted to be asked to do something that feels like an out-class activity and in which they
control what is going on in the classroom – they become the subjects, while for a lot of the
15,000 hours they spend in schools they are the objects of teaching. The point is that fun
generates energy for the achievement of the serious goal.
Grammar games can be used in three ways:
- diagnostically before presenting a given structure area to find out how much knowledge of
the area is already disjointedly present in the group;
- after a grammar presentation to see how much the group have grasped;
- as revision of a grammar area.
One should not use grammar games as a Friday afternoon ‘reward’ activity. Using them as
a central part of the students’ learning process would be a better idea. Thus, each game is
proposed for a given level ranging from beginner to advanced. This refers simply to the grammar
content of that particular game. But, as it has been already mentioned above, a lot of activities
can be adapted to different classes with different
grammar components. By changing the
grammar content a teacher can, in many cases, use the game frame offered at a higher or lower
level. Generally, any frame can be filled with any structures you want to work on with your
students. The students have to take individual responsibility for what they think the grammar is
about. The teacher is free to find out what the students actually know, without being the focus of
their attention. Serious work is taking place in the context of a game. The dice throwing and
arguing lightens and enlivens the classroom atmosphere in a way that most people do not
associate with the grammar part of a course. The game’ locomotive pulls the grammar train
along. Everybody is working at once- the 15-30 minutes the average game lasts is a period of
intense involvement.
Other reasons for including games in a language class are:
1. They focus student attention on specific structures, grammatical patterns.
2. They can function as reinforcement, review and enrichment.
3. They involve equal participation from both slow and fast learners.
4. They can be adjusted to suit the individual ages and language levels of the students
5. They contribute to an atmosphere of healthy competition, providing an outlet for the
creative use of natural language in a non-stressful situation.
6. They can be used in any language-teaching situation and with any skill area whether
reading, writing, speaking or listening.
7. They provide the immediate feedback for the teacher.
8. They ensure maximum student participation for a minimum of teacher preparation.
A game should be planned into the day’s lesson right along with exercises, dialogues and
reading practice. It should not be an afterthought.
Games are a lively way of maintaining students’ interest in the language, they are fun but
also part of the learning process, and students should be encouraged to take them seriously. They
should also know how much time they have to play a game. It’s not useful to start a game five
minutes before the end of the lesson. Students are usually given a ‘five-minute warning’ before
the time is over so they can work towards the end.
The older the students are, the more selective a teacher should be in choosing a game
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