Game as a form of teaching

THE MINISTRY OF EDUCATION

REPUBLIC OF KAZAKHSTAN

THE KAZAKH NATIONAL UNIVERSITY

NAMED AFTER AL-FARABI

Department ___________________________________________

Report

Theme: Game as a form of teaching

Checked by: _______________________

_______________________________

Done by: ________________________

Almaty, 20__

C ontents

Introduction ......................................................................................................... 3 1.Advantages and disadvantages of using games in language teaching............... 4 2.Various types of games in language teaching .................................................5 2.1 Listening games..........................................................................................5 2.2 Speaking games ........................................................................................... 7 2.3 Kinetic games .............................................................................................. 9 2.4 Experiential games ....................................................................................... 10 3.Games in different kinds of classes ................................................................ 11 4. Using games in language teaching in classes according to age of students.... 12 5. Using games in language teaching in classes according to class size ............ 14 6.When to use or not to use games...................................................................... 16 Conclusion......................................................................................................... 18

List of references:............................................................................................... 19

Introduction

Students often are very enthusiastic about games, but precisely for that reason, some older students may worry that games are too childish for them. Teachers need to explain the purpose of the game in order to reassure such students that there is such a phenomenon as «serious fun.» Also, older students can be involved in modifying and even creating games. Furthermore, adults have long participated in games on radio and television, not to mention the fact that popular board games, such as Monopoly, are played by adults. As with other learning activities, teachers need to pay careful attention to the difficulty level of games. Part of the appeal of games lies in the challenge, but if the challenge is too great, some students may become discouraged.

            In recent years public practice in science concept of the game is interpreted in a new way, the game extends to many areas of life, the game is meant as a general scientific, serious category. In Russia, the didactic value of the game proved more Ushinskii. Disclosure of the concepts of playing educators, psychologists different schools can identify a number of general provisions:

1)Game is an independent view of developmental activities for children of different ages. 2)Children play is the most free form of their activity, which is perceived, studied the world, opens a wide scope for personal creativity, activity, self- knowledge, self- expression. 3)Game- the first stage of the child, the primary school of his behavior, and equitable regulatory activity of younger schoolchildren, adolescents, young people, changing their goals as they mature students. 4)Game is practice development. Children play because evolve and develop, because they’re playing. 5)Game- the freedom of self-discovery, self- relying on the subconscious mind and creativity. 6)Game- the main sphere of communication between children; it solved the problem of interpersonal relations, human relations experience is gained.

Game- a powerful incentive to master a foreign language and effective technique in the arsenal of foreign language teacher. Using games and the ability to create speech situations cause learning readiness, desire to play and socialize.

The game gives students the opportunity not only to express themselves, to act, but also the opportunity to experience and empathize.

The game provides an emotional impact on students, activates, reserve abilities of the individual. It facilitates the acquisition of knowledge, skills and abilities, contributes to their actualization. Educational game  exercise helps strengthen, consolidate, monitor and adjust the knowledge, skills, training and teaching creates clarity in the study of particular material. It creates the conditions for an active mental activity of its members. Game task containing a training mission, stimulates intellectual activity of students, teaches predict, investigate and verify the correctness of decisions or  hypotheses. It is an indicator for student success in mastering the academic discipline, representing one of the forms and reports, and self- control students. Educational game fosters a culture communication and creates the ability to work in a team and with the team.

1. Advantages and disadvantages of using games in language teaching

Let’s take a quick view at what a game is. Prodromou suggests (1992, p.120): “What is a game? One working definition is that of an enjoyable activity involving an objective that is achieved by following certain rules, usually in competition with one or more other people.” Although the competition element is what characterizes a game most often, for the purpose of this work, both competitive and non-competitive games will be considered as a subject of the thesis, both can be, and are, used in language teaching.

The use of games in teaching English is not, however, appropriate at all times. Using various games can help students memorize vocabulary or grammar; it can eliminate the anxiety aroused from using a foreign language or uncertainty about the correctness of the output. As Demes da Cruz also states (2008, p.18): “While playing language games, students can be exposed to the target structures. However, because this is done in a context of a game, they relax and forget that they are being watched. They often become so involved in the game that they stop feeling anxious about their mistakes.”

At the same time overuse of games may take away the time the students can use to be working individually, having the matter explained properly or simply working with the language seriously. It can also create the overall class atmosphere in such a way that it is not a real learning, making it more difficult to concentrate on studying for serious purposes, like exams. The last consequence of overuse of games in language teaching to be mentioned here is the fact that the students might get bored with all the play. The reason is that students, especially students of higher secondary schools or adults, usually do not like to be treated like little children. The teacher must place challenge before them too, they need to have the feeling of having accomplished something more difficult than a good game result. Having said the above, experience, however, confirms that abandoning games in the classes of the older group age would deprive the teaching-learning process of enjoyment, which enriches and motivates the students. To be complete, it is also necessary to mention the teachers‟ need to enjoy their work, enjoy the classes and activities realized. „The moment we enter the classroom, we must act as people who are looking forward to whatever is coming.‟ (Paterson, 1996, p.13) (translated by the author). To fulfil that, games are of great help to keep the teaching work still enjoyable.

Simply put, the teacher must carefully consider how much and when it is appropriate to use games in the language teaching in order to be beneficial to the students and the whole teaching process.

According to Bönsch (quoted in Maňák & Švec, 2003, p.126):
When utilizing game-like activities in the teaching process, it is necessary to realize that, despite many shared features, between the games and studying there is also a certain variance, as whereas play does not pursue strictly defined objectives, tuition is essentially target-orientated. While overcoming this tension, the didactic play must avoid two extremes: pursuance of the teaching aims must not superimpose the essence of play itself to such an extent that the pupil does not perceive the activity as a game; on the other hand, inexpedience and latitude of the game must not reach a degree when the actual aim of the teaching slips out.

2. Various types of games in language teaching

There are many types of games the teacher may make use of. They are aimed to train different kinds of skills desired for students to be acquired. Over the time, it is profitable to keep changing the types of games to ensure the novelty and a surprise effect for the students. This way it is ensured that the outcome will have the highest possible impact.

An experienced teacher is also able to recognize situation when a game is needed to be introduced to change the classroom atmosphere, therefore has several games on hand at all times.

There are many types of games the teacher can make use of. In the following part, some of the types will be introduced, coupled with examples of games, using the particular type of activity. However, it needs to be mentioned that no game uses only one type of activity or practices only one skill. Therefore the games in this chapter are filed under a type of an activity and skill which benefits most.

2.1 Listening games

These types of games concentrate on one of the crucial and most difficult parts of language learning. Listening is usually viewed as a passive part of the lesson. In fact, it is quite the contrary. Listening requires being very attentive and active, should it bring the desired result. In schools, listening is often carried out in a boring and uninteresting way, using only the exercises offered by the book. To make students enjoy listening, the teacher needs to bring it closer to them. A good way is choosing a topic they would like to listen about or a song they like. We can use many activities using listening not as an aim of lesson, which makes it always more stressful, but as a means to accomplish a different task, be it completing the lyrics of a song, getting correct instructions for playing a computer game or obtaining information about interesting people or places. In a similar way, listening games can be used in order to maintain the students‟ attention and interest. To ensure the effort put into the listening is exploited in full, the teacher can partner the listening game with consequent post-activities.

There are hereby enclosed two examples of games aimed at improving listening skills.

Make a story

(from http://www.oaktraining.com/traininggames/listeninggames.html)

This game is best suited to small groups. While sitting in a small circle, participants are asked to construct a story by each participant adding one line at a time (e.g. As he got off his horse, he saw a big rabbit). This continues with each additional participant adding another line until everyone has contributed at least two lines. There are many variations to this game but it highlights the value of listening to others.

Blockbusters

(from http://www.eflclub.com/elvin/publications/highmotivationlistening.html)

Draw the grid on the chalkboard (as shown on the picture above). The best way to do this quickly is to draw the five columns of horizontal lines first, and then the vertical zigzags. Then write a different letter of the alphabet in each hexagon.

Divide your class into two teams and nominate a student to choose a letter. From a previously prepared word list, choose a word whose first letter matches the student's choice, and explain this word to your class. The first team to guess the word correctly claims the hexagon and chooses to continue either vertically or horizontally. (Mark the hexagon with a squiggle of colored chalk corresponding to the team's color). One team must go horizontally and the other team must go vertically. To win the game, a team must connect all the way from top to bottom, or from side to side. The ensuing conflict as teams vie for a winning route is what makes the game so fun and exciting.

Customized lists of words can be used; textbook words from present and previous years, words that students have written and passed to the teacher, incidental words that have come up during class and topical or useful words that may be fun to use. If an end-of-term test is drawing near, the present textbook words can be used, because this is most useful for review. This list also includes a reference to the unit from which the word was taken, as occasionally students may to scan their textbooks for the answer. This is good reading practice, it helps students remember and relate to the word, and it helps the teacher get a feel of where more review might be needed.

2.2 Speaking games

Used as a follow-up to the previous listening, it is an excellent way to re-enforce vocabulary and expressions heard earlier. However, speaking games can be used at any time. The teacher must, nevertheless, make sure that a form of game is maintained. That means, the main focus is not put on the grammar (at the same time, it is an opportunity for the teacher to gather information about what parts of grammar the students have not acquired so far), the main aim is to make speaking and expressing ideas orally enjoyable and stress free. Once students get familiar with the principle of speaking games, it facilitates for ability to speak also in other parts of the lesson. As with the listening games, also in speaking ones, the teacher should concentrate on topics which are close to the students, their environment or interests. For instance, it serves its purpose well if the teacher avoids making students describe what they had for breakfast or describing a person without putting it into a game-like context.

Taboo

(from http://www.tefllogue.com/in-the-classroom/tefl-word-game-courtesy-of-hasbro.html)

Taboo is a word game, in which one player gets the other(s) guess a certain word using verbal explanation; there may also be a list of other words which the “explainer” must not mention. For example,

“ladder” might be the word to describe, but without saying “climb, rungs, or fire truck” or any forms of those words. Having such a list of words makes the game more difficult, therefore such a restriction would be used in more advanced classes.

Much like with crossword puzzles, students get practice explaining words in different ways, and the taboo words make it more challenging and interesting. It is also easy to incorporate an element of competition, though it may be wise to do some kind of trial run to see how your students do; I‟ve found that even relatively easy words often defy time limits, even with more advanced students. And it can of course be de-motivating for students to keep missing the time limit. A method of two teams working at once can be used, seeing how many words they can get through in a set time period, rather than, say, one minute for one person to explain.

Find someone who

(from http://edition.tefl.net/ideas/games/speaking-games-false-beginners/)

This is a well known language learning game where students mingle and ask each other questions to find for which person the fact they have on their worksheet is true. This activity is good for waking students up by getting them out of their chairs and is also good practice for “Nice to meet you” and introductions. It can be done with real information, or, if the students know everything about each other already, the teacher will need to give each person a role- play card with some personal information about their “new” self, plus one worksheet with the information they should be searching for. The „Find Someone Who‟ worksheets can be the same for each student or different for each person. They then stand up and go round the class asking questions until they find out that this person is Chilean, this person is 79 years old, this person is a seven year old film star etc, then sit down when they think they have found all the information. As can be seen from these examples, it is possible to add a little humour by the choice of role-play sentences. More speaking can be added to the game by students passing on all the information they have found out so far to the person they are speaking to.

Shouting dictations

(from http://edition.tefl.net/ideas/games/speaking-games-false-beginners/)

Any pair work dictations can be livened up by sitting each person and their partner far away from each other so that they have to speak loudly to make themselves heard above their classmates (who will also be speaking loudly).

When used in schools, the game might be amended in such a way that only one couple would speak at a time, for the sake of the neighbouring classrooms. The reason for using this game is that being far away and having to speak loud helps the speaking skills. Many students tend to speak very quietly as they are shy, feeling their English is not enough or they are not sure about the right expression or pronunciation. They have no choice but to speak loud enough during this game and therefore it helps them build the confidence. It is also beneficial that it is not the teacher telling them to speak up, it is their colleague student they need to communicate with.

Also all games based on role-plays are very useful for practising speaking as they are very efficient at making the students use the target language actively.

2.3 Kinetic games

Kinetic games are very popular amongst all age groups. They provide for refreshment in the class and teaching-learning process, especially at times when students are getting tired and find it difficult to concentrate. Certainly the kinetic games need always be joined with another activity too, be it reading, listening or speaking.

Jumping onto sheets of paper

(Originated by the author of this paper)

This game can serve as practice opportunity of various pieces of vocabulary. In its simplest form the students may jump on coloured sheets of paper according to the colour the teacher shouts out. It may however practice more advanced parts of language – spelling of letters with letters written on the sheets, words if pictures are used, or even phrases if pictures of situations when the phrases are used are printed on the sheets.

Pictures on the walls

(Originated by the author of this paper)

The teacher places pictures on the walls; each picture has also a letter on it. The class is broken into small groups, each of which receives a sheet of paper with brief descriptions of pictures which bear letters needed for completion of a word they need to practice. To make the activity straightforward, the descriptions are in the same order as the letters in the target word. However, they may also be in random order to create more of a challenge for the students. In such case, though, they should receive more information about the target word, to be able to complete it.

Each group completes a different word so their actions do not interfere. Nevertheless, they use the same pictures if they are looking for the same letter.

The game may be adapted by using the whole words instead of letters, in which case the aim is to complete a sentence or a phrase. Another rule which may make the activity more difficult might be, that each team has its assigned base with a sheet of paper and they may not take it with them, they have to remember all they need.

For children, also real items with a letter stuck on it may be used, making it more „hands on‟ and fun. It may help if they are in boxes so they are not seen from afar.

This game is not only kinetic, it practices reading at a large degree, vocabulary and communicative skills.

2.4 Experiential games

Experiential games are very interesting in a sense that they may not be games as such. The real aim is not to win or complete a language task but to experience the process and learn from it. The main thing to learn might be various things and the language is used only as a tool. What the participants learn may be qualities far overreaching the language skills or any other knowledge. They may influence peoples‟ attitudes and teach them understanding; not only understanding of the phenomenon around but also themselves.

However, while target language is used, the students are driven into being able to communicate effectively, recycle vocabulary and work on their fluency.

Experiential games have also great effect on the way the students are able to re-use both vocabulary and grammar. It is more natural, easier and effortless to remember the language learned through experience.

Experiential approach can be adopted with any of the game types described above; in other words, any skill can be deployed using experiential games.

Some of the experiential games are suggested below.

Role-play discussion

(Originated by the author of this paper)

The teacher chooses a topic (students can also participate in the decision process, it draws their interest about the topic prior to discussing it), which is interesting enough for the students to discuss. He/she divides the class into groups. It is usually two groups but may be more if more than two strong opinions on the subject are possible. It is desirable not to reflect on the students‟ real opinions on the subject. The teacher then assigns each group they focus conception on the subject. The groups need to be given time before the discussion itself to prepare their arguments. It may help if each group has a dictionary at their disposal. During the discussion itself, the numbers of the groups take turns and try to explain and reason their view.

The aim of this activity is not to make students argue; on the contrary, apart from using the target language actively, they need to adopt techniques of expressing their view with confidence and yet without getting into quarrel and accepting other peoples‟ opinions. What is more, by standing for a different opinion than is their own, they learn to understand others rather than judge and deprecate them.

Memory training

(from http://www.experiential-learning-games.com/successfulexamples.html)

Simple but enjoyable is this game of memorizing what is placed on a tray. As can be read in Experiential Learning Instance 6: ‚Another succesful example has to do with how I learned to memorize effectively in school. My teacher used to bring in a tray full of assorted things to class. She then gave us a few seconds to gaze at the tray. We then listed out all those things that we remembered seeing on it. With the teacher's help I realized that I could remember the names of most of the objects on the tray when I grouped them together meaningfully.„ At the first sight this does not seem to be much experiential, yet the teacher by helping the students to find a useful strategy to succeed made it part of their important experience, rather than sticking to a simple vocabulary practice.

3. Games in different kinds of classes

It is advisable to distinguish between classes we cater for when using games. Each and every class is very specific and the teacher needs to take its characteristics into consideration when preparing and realizing a game, in the same way the whole teaching process is (or should be) tailored to a specific group of learners. However, it is impossible to reflect on all existing classes; therefore we will take a closer look at using games in different types of classes, based on several criteria – language level, age group and class size.

3.Using games in language teaching in classes according to language level

Beginners

In classes of beginners, it is often difficult to maintain the students‟ attention for too long, especially in cases when they are to learn their first foreign language and they are not used to trying to operate in other than their own mother tongue. It is very difficult for beginners to remember all the new words and expressions they need to acquire in order to proceed further. It is therefore most useful to incorporate games and other fun activities in the teaching- learning process. This not only helps the students to relax from the „serious‟ learning, it also helps them to reinforce the new vocabulary. Probably the most specific outcome of using games in the class of beginner learners is building of their good relationship with the new language. It is crucial that the students do not learn to hate the language as is the case frequently in many schools. Once they learn to feel easy and happy about the foreign language being around them and being used, it becomes much easier later to build on this relationship and make further progress without having to overcome an aversion.

Intermediate students

Intermediate students have already gathered vast amount of knowledge and skills regarding the target language. They have already built the relationship; they are usually aware of and realize the fact that the language is a real thing spoken by real people, rather than mere lists of words and set of rules. They are able to use the language actively and therefore the ground is set for more complicated games if desired. This can also be a springboard for games, using knowledge and skills practiced in different subjects, for instance mathematics, geography or biology. Games for these students are not an essential part of a lesson, nevertheless, it brings the refreshment and enjoyment to the teaching-learning process, and it is an occasion to use the target language in an active manner. It is very important that the students use the language without prior careful thinking about a correct way to express themselves. An instinctive and immediate reactions and use of language reinforces the language abilities further and helps the students to adopt it as one of their basic skills.

Advanced students

Advanced students with their almost absolute knowledge of the target language and ability to use it without thinking it through are a difficult group of students. The teacher does not focus on the basics any longer and builds rather a fine understanding of the language and the given culture. Games at this stage are not used very often, yet they still play an important role as a means of making the students live with the language and use it for not only educational purposes but mainly for interaction and serving as an instrument for experiential aims.

4.Using games in language teaching in classes according to age of students

People of all ages learn foreign languages. Not very long time ago, the pupils started studying foreign language at about 10 years of age and according to the target level of their education, they would continue for four years or up to the end of their university studies. It is now very different a situation. The knowledge and use of foreign languages has increased considerably and the demand for language studies has therefore intensified. The biggest change is, however, in the range of the students‟ age. Children start learning a foreign language – usually English - as early as at four years of age, and continue studying during the whole of their school education years. And many people proceed throughout their adulthood or return to their studies in their adult years. Some people visit language classes in their retirement age, too.

Along with the demand, the supply must be adjusted accordingly. The teachers must be able to offer their services not only for various language levels but also age. It means that their way of teaching, their approach and methodology also reflects their students‟ age and therefore differ. The use of games in language teaching, as an important part of teaching syllabus, is probably affected most. The mental need and ability to play, is one of the most visible differences between the children and the adults. For that reason, the age is one of the most significant specifics which the teacher must consider when preparing games for language lessons.

Young learners

Young learners are a group of students who, out of their natural disposition, seem to be an apparent purpose for existence games as such, language learning games not being an exception. For young learners the use of games and fun activities is a necessary part of a language lesson. Also an element of competition is something young learners enjoy and makes them stay interested. According to Nolasco and Arthur (1991, p.76): „In addition to the personal challenge, younger students also enjoy competing with their peers, and introducing a game element is a way of livening up any material.‟ In order to acquire the language, they need not only to keep repeating the desired part of a target language; they need the repetition to be enjoyable every time. For that reason, games are a tool used in a class of young learners on regular bases. Taking into consideration the short attention span the young learners have, the games, as other lesson activities, are usually short and simple. On the other hand, with young learners, one game can be used more than once or can be slightly amended to serve its purpose. This is due to a fact that small children like things to be repeated, they like to know what is coming. It also enables them to participate with greater confidence and therefore enjoy the game more.

Teenage students

Teenage students are sometimes not an easy group to teach, inclusive of languages. The difficulties may be many. To name some, it can be their own dislike towards either the foreign language or anything they are required to learn, their personal problems which do not enable them to get absorbed it the learning process or a classroom atmosphere with their colleague students before whom they feel embarrassed or wanting to make a spectacle of themselves. To overcome the negative attitude, the teacher must carefully assess what activities, and of course games, too, they should be asked to execute. A game in a class of teenage students could be a disaster as well as it can be a great success in bringing the pupils together, making good classroom atmosphere, making the students to forget all other obstacles they felt they had before.

Adults

We are not used to considering adults as a target group for using games in language teaching. Adults are often viewed as students who like learning to be serious and difficult in order to learn. As Harmer observes (2004, p.11): „Adults are frequently more nervous of learning than younger pupils are. The potential for losing face becomes greater the older you get.‟ This is where the role of games becomes important. With the help of a game, the adults have the opportunity to relax and freely participate, which enriches their language acquisition and makes their use of target language more natural. Therefore they can make a very good use of games in language learning. Adults are often very much aware of the mistakes they make and feel more comfortable if given time to think their input through. Regarding such students‟ approach towards their production in class, implementation of games into their learning process is invaluable for both the students and the teacher. Once the students gradually get used to games being introduced, they can overcome the initial diffidence and uncertainty, which will help them to achieve goals also in different parts of the teaching-learning process. It can help them to diverse their attention from their own image and the awkward feeling derived from unfamiliarity with the language, to the language itself. A game can make the adult students to create more relaxed relationship with the target language, which will help them to be able to communicate without embarrassment.

5.Using games in language teaching in classes according to class size

The type of techniques a teacher uses also depends on a class size. This part of the paper will take a look at the way, how a class size influences games, which can be utilized. The class sizes in question are individual lessons, small classes and big classes.

Individual lessons

In one-to-one teaching, the range of usable games is very limited. The reason is that many games are designed to be played in between the students. Of course the teacher may be included in the game to make it a pair game but he/she must consider carefully what roles to adopt in the game and what game to use, in order not to have an advantage caused by his/her better language skills. Such a situation would not encourage the student to do his/her best. Therefore in one-to-one teaching, it is advisable to use games, where the winning or loosing will not be influenced by the target language level and the language would only be used to achieve the aim of the game. Another choice is a game based on an activity with no winners.

Small classes

Small classes seem to be a perfect ground for using any games in general. However, the teacher may have to adjust some games if it is not possible to create appropriate groups for playing an original version of a desired game. There may be games which cannot be played in a setting of a small group, like games where several small groups are required. In such games it is realizable, that an individual will produce an activity which was planned to be executed by a pair o a small group. Even though the above is viable, it must be carefully assessed in what cases this will serve one of the most important purposes of the game - to help students relax within the target language. This interest needs to be considered for every game – the teacher should not put the students under an unnecessary pressure, which would discomfort them and prevent them from learning in a stress-free environment. Nevertheless the teacher is still left with many games which can be played in small groups successfully.

Big classes

Big classes may be difficult to control at times, which may be the reason why learning by playing games is not often used in real practice in schools. However, this class size enables the teacher to make use of many interesting games which may also help students to acquire the language in natural way. While conducting a game, the teacher has an invaluable opportunity to monitor the students‟ communicative language skills and find areas shared by majority of students, which require closer attention by the teacher. An important factor of using games in big classes is creating and maintaining a good classroom dynamics. Another significant effect is influencing classroom atmosphere and relationships. During shared activities the students gain collective experience which can build up a feeling of a closely-nit group, a team. Such approach becomes a base for further activities and by encouraging co- operation between the students may be of help in studying as such, far over-reaching the English language classes.

6.When not to use or to use games

Although it was advised in this paper many times to use games and fun activity as they are of a great help to the whole teaching/learning process, there may be also situations, where a game may not answer its purpose and the teacher‟s educational aim. Some of such situations are outlined hereby.

Students have not built the bases of vocabulary needed for the particular game – if the students lack the knowledge which the game requires. It then becomes stressful even though the game would otherwise be an enjoyable activity.

Too little time available – a game should be planned carefully time-wise as well as content-wise. It is of help if the teacher dedicates more time to the game than seems to be necessary. It creates anxious feeling if the game must be ended before finishing the tasks because the time runs out. Students are overexcited and misbehaving – they need to calm down, a kinetic game may not be the right answer.

Students do not co-operate with the teacher during the lesson – in such case, it is advised by Harmer to stop using the enjoyable activities, as a restoration of discipline tool: „Teachers can make it clear that some of the more enjoyable activities which students like to do will only be used when the class is functioning properly. Otherwise, they will be forced to fall back on more formal teaching and language study.‟ (2004, p.131)

On the other