GAMES FOR LANGUAGE LEARNING

Good morning. Good morning. We wish a happy day. (A very happy day) You see me and I see you then take my hand. I bow to you. You see me and I see you then take my hand. I bow to you.

ASSIGNMENT
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Work in groups of seven. Discuss (1) why language games is good for ESL classroom. (2) what should be criteria for selecting games for the students. (30 minutes) Write down your agreed reasons/statements as many as possible. Be reasonable and creative Prepare for presentation

Submit

your presentation with the members names to my email address today: pattydekl@gmail.com

WHAT IS LANGUAGE GAMES?

Games are fun Games are task-based: English is a tool for students to reach a goal Language games are different from other activities in EFL classroom. There is visible set of rules which guide the students action and;

An element of strategy (students must successfully apply their language skills. Language games are healthy challenge to a student analytical thought. (decision process must function)

LEARNING ENGLISH AS A SECOND LANGUAGE IS CHALLENGING

Students are not only trying to master a new language but they are also learning unfamiliar subject-content Instructors need to use methods that will veer away from spoon-feeding and instead engage students to experience the actual learning process. One such method is using games.

ANDREW WRIGHT:
Language learning is hard work ... Effort is required at every moment and must be maintained over a long period of time. Games help and encourage many learners to sustain their interest and work.

'Games also help the teacher to create contexts in which the language is useful and meaningful' 'The learners want to take part and in order to do so must understand what others are saying or have written, and they must speak or write in order to express their own point of view or give information.'

If the learners/players are amused, angered, intrigued or surprised, the content is clearly meaningful to them. Thus the meaning of the language they listen to, read, speak and write will be more vividly experienced and, therefore, better remembered.

If it is accepted that games can provide intense and meaningful practice of language, then they must be regarded as central to a teacher's repertoire.

AYDAN ERSOZ
Language learning is a hard task which can sometimes be frustrating. Constant effort is required to understand, produce and manipulate the target language.

The Internet TESL Journal, Vol. VI, No. 6, June 2000.

WELL-CHOSEN GAMES ARE INVALUABLE

They give students a break and at the same time allow students to practice language skills. Games are highly motivating since they are amusing and at the same time challenging. They employ meaningful and useful language in real contexts. They also encourage and increase cooperation.

LEE SU KIM
One of the best ways to learn a language as well as enjoy oneself at the same time is through games

'Forum' Vol. 33 No 1, January - March 1995, Page 35.

ADVANTAGES OF USING GAMES IN THE CLASSROOM:

1.Games are a welcome break from the usual routine of the language class. 2. They are motivating and challenging. 3. Learning a language requires a great deal of effort. Games help students to make and sustain the effort of learning.

LEE SU KIM
4. Games provide language practice in the various skills- speaking, writing, listening and reading. 5. They encourage students to interact and communicate. 6. They create a meaningful context for language use.'

WHEN TO USE GAMES

Lee: 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.

HOW TO CHOOSE GAMES (TYSON, 2000)

* A game must be more than just fun. * A game should involve "friendly" competition. * A game should keep all of the students involved and interested. * A game should encourage students to focus on the use of language rather than on the language itself. * A game should give students a chance to learn, practice, or review specific language material.

M. MARTHA LENGELING AND CASEY MALARCHER

General Benefits of Games Affective: - lowers affective filter - encourages creative and spontaneous use of language - promotes communicative competence - motivates - fun

GENERAL BENEFITS OF GAMES

Cognitive: - reinforces - reviews and extends - focuses on grammar communicatively Adaptability: - easily adjusted for age, level, and interests - utilizes all four skills - requires minimum preparation after development

GENERAL BENEFITS OF GAMES

Class Dynamics: - student centered - teacher acts only as facilitator - builds class cohesion - fosters whole class participation - promotes healthy competition

INTEGRATING GAMES INTO THE SYLLABUS

With an accompanying textbook a teacher works through over the course: Games can supplement the core materials Games can replace activities which you are not comfortable with A game can fill the gap if some aspects of language are not covered in the curriculum

If your syllabus is language structure, topicbased games can be useful and interesting Games can serve as a valuable back up Games can be used to - introduce new materials - practice recently learnt language items - introduce or practice certain theme - relax or energize the class

GAMES TYPES

1. Movement games 2. Card games 3. Board games 4. Dice games 5. Drawing games

6. Role-play games 7. Singing and chanting games 8. Team games 9. Word games