Games can help to learn a foreign language doc

Games can help to learn a foreign language
(The beneficial effects of games on language learning)

Games have long been used in foreign language teaching
but some teachers and students may still view them with
suspicion. They may think that games are just a waste of
time or just a means of filling in, for example, the last
fifteen or ten minutes of a class period. However, a
thorough understanding of the relative merits and uses of
language games will dispel such misconceptions. In fact,
the use of games proves to be a good idea because of its
following major contributions to the teaching and learning
of foreign languages.

First, games can increase the amount of student practice
and participation. As games are often played in pairs or
teams they create favorable conditions for pair work or
group work to take place. Since these two forms of student
grouping provide students with more opportunity to use
the language (with students initiating their turns-at-talk
instead of waiting for them to be nominated by the
teacher) it is right to say that games intended for groups of
two or more than two students can increase student
talking time. As far as second or foreign language
acquisition is concerned, any increase in student talking
time, big or small, is significant because it will help
develop students’ language competence.

Second, games can generate and increase motivation, a
vital factor to students’ success in language learning. A
common reason for the use of games in language

teaching is that they are an effective ways to interest
students. Indeed, games are capable of involving students
if they are entertaining, intriguing and challenging. And
nearly all learners enjoy playing games or want to have
fun while studying regardless of their age or level. To play
games students have to rely on themselves and cooperate
among themselves. It is the principle of self-reliance,
cooperation and joint learning that awakes and maintains
students’ interest in the lesson. As interest is a main
ingredient of motivation it can be concluded that games
contribute much to providing motivation to students. And
of course, once students are highly motivated, they will
likely study better.

Most importantly, games give meaningful practice in any
of the four skills at any level of ability or in any stage of the
teaching process. It is true that a library search will yield a
great number of games that have been designed for
students at different levels from elementary to advanced.
More over, these games are intended for the practice of
the four skills, namely reading, speaking, listening and
writing. In addition, games can be used at any stage in
language teaching and learning as warm-up activities or
activities aimed at accurate reproduction and controlled or
free practice. Some well-known or commonly used books
of games are Communication Games series compiled by
Jill Hadfield for three different levels: elementary,
intermediate and advanced; Reading Games and Writing
Games, both by Charles and Jill Hadfield directed at
intermediate to advanced learners of Eglish; Play Games

with English Henemann series including games, puzzles
and quizzes for beginners and pre-intermediate learners.
What is more important, games create meaningful
contexts for language practice. Initially, students have to
make sure that they understand the rules of the game.
This requires reading or listening comprehension of the
instructions as set out in the book or explained by the
teacher. Subsequently, students have to discuss with their
friends to solve the problem presented by the game. They
have to use the language they are learning to express
their opinions and to exchange ideas to reach their goal.
Most of the time, their communication is based on an
information gap or opinion gap, thus replicating real life
Communication. Games are therefore said to provide
meaningful practice as students have to read, listen,
speak and write for a clear purpose.

In conclusion, the analysis above shows that language
games make significant contributions to students’ learning
a foreign language. The value of language games lies not
only in the great number of games that have been
invented or in the variety of levels they serve but in the
useful and purposeful language practice they provide.
That is why teachers should make optimal use of games in
their language teaching to increase students’ work and
motivation and to offer them meaningful practice. Provided
that teachers can select or design and organize good
games in terms of language and type of participation, they
will achieve these worthy aims.