An action research on the use of language games in teaching grammar to first year students of non major english at university in vietnam

VIETNAM NATIONAL UNIVERSITY-HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES

HOANG TRUNG DUC

AN ACTION RESEARCH ON THE USE OF LANGUAGE GAMES
IN TEACHING GRAMMAR TO FIRST-YEAR STUDENTS OF
NON-MAJOR ENGLISH AT UNIVERSITY IN VIETNAM

(Nghiên cứu hành động đối với việc sử dụng trị chơi ngơn ngữ trong giảng dạy
ngữ pháp cho sinh viên không chuyên Tiếng Anh năm thứ nhất tại trường
đại học ở Việt Nam)

M.A. MINOR THESIS

Field: English Teaching Methodology
Code: 8140231.01

HANOI-2020


VIETNAM NATIONAL UNIVERSITY-HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES

HOANG TRUNG DUC

AN ACTION RESEARCH ON THE USE OF LANGUAGE GAMES
IN TEACHING GRAMMAR TO FIRST-YEAR STUDENTS OF
NON-MAJOR ENGLISH AT UNIVERSITY IN VIETNAM

(Nghiên cứu hành động đối với việc sử dụng trị chơi ngơn ngữ trong giảng dạy
ngữ pháp cho sinh viên không chuyên Tiếng Anh năm thứ nhất tại trường
đại học ở Việt Nam)

M.A. MINOR THESIS

Field

: English Teaching Methodology

Code

: 8140231.01

Supervisor : Prof. HOÀNG VĂN VÂN

HANOI-2020


TABLE OF CONTENTS
TABLE OF CONTENTS .........................................................................................i
DECLARATION .....................................................................................................i
ACKNOWLEDGEMENTS .................................................................................... ii
ABSTRACT .......................................................................................................... iii
LIST OF ABBREVIATIONS ................................................................................. iv
LIST OF TABLES, GRAPHS ................................................................................. v
CHAPTER 1: INTRODUCTION ........................................................................... 1
1.1. Background to the study ............................................................................... 1
1.2. The aims of the study .................................................................................... 2

1.3. The scope of the study .................................................................................. 3
1.4. Research question ......................................................................................... 3
1.5. The significance of the study ........................................................................ 3
CHAPTER 2: LITERATURE REVIEW.................................................................. 4
2.1. General overview of English grammar .......................................................... 4
2.1.1. Definitions of grammar ........................................................................... 4
2.1.2. The importance of grammar in teaching and learning .............................. 5
2.1.2.1. Grammar has the role of an enabling skill ......................................... 5
2.1.2.2. Grammar has the role of meaning conveyance .................................. 7
2.1.2.2. Grammar has the role of an instrument of sentence making............... 8
2.2. Genneral overview of language games .......................................................... 9
2.2.1. Definitions of language games ................................................................ 9
2.2.2. Types of language games in teaching English grammar......................... 10
2.2.3. The advantages of application of language games in teaching ............... 13
2.2.4. Effective ways to make games work in a language class ....................... 16
2.3. Previous studies ........................................................................................... 22
CHAPTER 3: METHODOLOGY ......................................................................... 25
3.1. Subjects of the study.................................................................................... 25
3.2. Research design ........................................................................................... 26

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3.2.1. Definitions of action research ................................................................ 26
3.2.2. The precedures of action research.......................................................... 27
A SAMPLE LESSON PLAN ............................................................................. 31
3.2.3. The instruments for collecting data ........................................................ 36
3.2.3.1. The questionnaires .......................................................................... 36
3.2.3.2. The interview .................................................................................. 37
CHAPTER 4: FINDINGS AND DISCUSSION ................................................... 40

4.1. The results of questionnaires’ analysis ............................................................ 40
4.1.1.

The students’ motivation of learning English grammar ....................... 40

4.1.1.1. The students’ enjoyment of learning English grammar ................... 40
4.1.1.2. The students’ effort of learning English grammar ........................... 41
4.1.1.3. The students’ capability of learning English grammar ..................... 42
4.1.2. The role of classroom atmosphere of learning English grammar ......... 43
4.1.2.1. The peer support of learning English grammar ................................ 43
4.1.2.2. The lecturers’ support of learning English grammar ........................ 44
4.1.2.4. The classroom cohesion of learning English grammar ..................... 45
4.1.3. The importance of grammar and grammar instruction ........................... 46
4.1.3.1. The importance of learning English grammar .................................. 46
4.1.3.2. The students’ difficulties in learning English grammar.................... 48
4.1.3.3. The students’ methods of learning English grammar ....................... 49
4.2. The results of interviews ............................................................................. 50
4.2.1. The students’ motivation through language games ................................ 50
4.2.2. The classroom atmosphere through language games ............................. 51
4.2.3. The students’ suggestion through language games ................................ 52
CHAPTER 5: CONCLUSION .............................................................................. 53
5.1. Summary and conclusion ............................................................................. 53
5.2. Limitations of the study: .............................................................................. 55
5.3. Suggestions for further study: ...................................................................... 55
REFERENCES ...................................................................................................... 57

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APPENDICES......................................................................................................... I

APPENDIX 1: SAMPLES OF GAMES ............................................................... I
APPENDIX 2: PRE-TREATMENT QUESTIONNAIRE .................................... V
APPENDIX 3 : POST-TREATMENT QUESTIONNAIRE ............................ XIII
APPENDIX 4: GAMES USED IN THE STUDY ................................................. I

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DECLARATION
I certify that this minor thesis entitled “An action research on the use of
language games in teaching grammar to first-year students of non-major English
at university in Vietnam” is submitted in partial fulfillment of the requirements for
the degree of Master of Arts is the results of my own work, except where otherwise
acknowledge and that this minor thesis or any part of the same has not been submitted
for higher degree to any other university or institution.

Hanoi, August - 2020
Signature

HOÀNG TRUNG ĐỨC

i


ACKNOWLEDGEMENTS

First of all, I would like to express my deep gratitude to Professor, Dr. Hoàng
Văn Vân for his invaluable advice, instructions and correction, excellent suggestions
and constant encouragement while conducting this research so that I could complete
my thesis effectively.

Secondly, I would like to express my sincere thanks to the lecturers of the
University of Languages and International Studies, Vietnam National University for
for their valuable lessons and precious support. Thanks to their lessons as well as
needed support, I could overcome enormous obstacles of research implementation.
Besides, I would like to give my heartfelt thanks to my colleagues and my students
at Academy of Finance – Ministry of Finance who have participated in this research
and many others who supported me during my study
Last but not least, I would like to convey my deepest gratitude to my parents
and relatives for the constant support and thorough understanding. Their great
encouragement and love have helped me to overcome the difficulties during my
study.
Without these support, assistances and encouragements, this thesis would not
have been completed.

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ABSTRACT
The research on the application of language games in teaching English
grammar to first-year students of non-major English at Academy of Finance, Hanoi,
Vietnam (AOF) aims to evaluate the effectiveness of language games in teaching
English grammar. Grammar is an essential part of English proficiency. English
grammar has a significant influence on the foundation of other skills.
Nevertheless, the grammar teaching at AOF revealed several issues that induced the
disappointment of the learners. Learners find grammar lessons to be frustrating and
do not want to study. It seems to have a negative impact on the outcome of learning
and teaching as well. If there are no changes to the teaching approach, the quality of
learning English grammar will be drastically reduce. And this would weaken the
reputation of educational institution in term of language teaching and learning.
Through the exchange with some speacilists in linguistics and language

methodology, the language games will be considered to raise the result of language
teaching and learning. By raising the motivation of learning process, the effectiveness
of learning will be increased. In order to evaluate if language games could increase
the effectiveness of grammar learning for first-year students of non-major English at
AOF, the topic chosen is: “An action research on the use of language games in
teaching grammar to first-year students of non-major English at university in
Vietnam”
The findings from this study indicated that language games increased the
effectiveness of students’ learning English grammar. Through the enhancement of
motivation, the language games raised students’ interest and attitude towards
learning. Additionally, language games raised students’ cooperation in classroom
having good influence on classroom atmosphere. These positive results offer
suggestions for the application of language games in teaching English grammar for
first-year students of non-major English at AOF. These results bring much more
opportunities for the analysis of the increase in the teaching grammar for students at
universities in Vietnam.

iii


LIST OF ABBREVIATIONS

CLT

Communicative Language Teaching

ULIS

University of Languages and International Studies

AOF

Academy of Finance, Hanoi, Vietnam

L2

Second Language

GE

Genneral English

ESP

English for Specific Purposes

IM

Intrinsic motivation

EM

Extrinsix motivation

T

Lecturer

Ss

Students

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LIST OF TABLES, GRAPHS

LIST OF TABLES
1.

Table 1

Types of games suitable at the three stages of teaching
new language

2.

Table 2

The action plan in this thesis

3.

Table 3

The sample lesson plan of teaching grammar with the use
of language games

4.

Table 4

The questions in interview section
LIST OF GRAPHS

1.

Graph 1

The students’ enjoyment of learning english grammar

2.

Graph 2

The students’ effort of learning english grammar

3.

Graph 3

The students’ capability of learning english grammar

4.

Graph 4

The peer support of learning english grammar

5.

Graph 5

The lecturers’ support of learning english grammar

6.

Graph 6

The classroom cohesion of learning english grammar

7.

Graph 7

The importance of learning english grammar.

8.

Graph 8

The students’ difficulties in learning english grammar

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CHAPTER 1: INTRODUCTION
1.1. Background to the study
Apparently, English grammar is an important composition of English
proficiency. The effective English grammar learning will result in the increase of other

skills’ development. Apparently, the effective teaching of English grammar will be the
important factor contributing to the learners’ success. However, English grammar is also
quite a difficult field for both English learners and English lecturers. Therefore, if there
are no effective learning and teaching methods of grammar, it will bring failure for both
of learners and lecturers. This is the reason why the thesis focus on the methods of
teaching English grammar at a university in Vietnam.
Because I have been working and studying at Academy of Finance, Hanoi,
Vietnam (AOF) for a long time, I fully understand this environment. Moreover,
because I have more opportunities to work with first-year students of non-major
English, I decided to choose the study with first-year students of non-major Eglish at
AOF. Through the exchange of experience with lecturers of the Department of
Foreign Languages and my own background, I realized that the teaching of English
grammar at AOF was still very inadequate. The methods for teaching English
grammar at AOF presents a lot of insufficiencies: a lot of sentence patterns which
students have to memorize cause the depression in learning; the lack of cooperation
in classroom between lecturers and students results in the lack of evaluation and
feedback of teaching lesson for the improvement; the lack of cooperation between
students and students results in the decrease in the effectiveness of the whole class.
These issues cause depression for students when learning foreign languages. Students
from faculties of non-major English such as Public Finance, Coporate Finance
aslmost dislike studying English grammar because of the extra complication
In fact, when we are stressed or depressed, we have tendency of finding a way
to have fun. And one way for the reduction of stress is playing games. Games contain
the comptetition resulting in the creation of motivation. Through raising the

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motivation, the stress will be reduced significantly. And this method will be applied
in teaching language with the language game application. Language games refer to a

number of activities with a set of rules and regulation for the purpose of gaining
specific objectives in particular section. Through the application of language games
in teaching English grammar, the students’ interest in learning was increased
significantly and resulted in the development in the attention of learning. Therefore,
the effectiveness of learning English grammar through language games might be
raised sharply. Furthermore, the practice of preparation for attentive lesson plan will
play significantly role in the success of the students’ learning.
In a nutshell, grammar is quite a difficult category for both English lecturers
and learners. To make grammar study simpler, one of the ways is to use language
games. To verify whether learning grammar by language games is effective or not,
the author chooses the following topic: “An action research on the use of language
games in teaching grammar to first-year students of non-major English at
university in Vietnam”
1.2. The aims of the study
The main aim of the study is to study whether the application of language
games will raise the effectiveness of learning English grammar for first-year students
of non-major English at AOF. In order to gain that aim, some of specific aims will be
implemented:
- The thesis will study the literature review of grammar and language games
and find out the general definition of grammar and languages for the analysis.
Furthermore, from the research related to grammar and language games, the thesis
will point out the reason for the choice of this study in first-year students of nonmajor English at AOF.
- The thesis will apply the adequate method for the implementation of study
and analysis the findings. Moreover, the thesis will point out some suggestion for
futher studies.

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1.3. The scope of the study

The study will focus on the first-year students of non-major English at AOF.
The participants are 30 first-year students from Department of Public Finance – AOF
(Code – CQ56.18.01). All of these students are non-major English students.
1.4. Research question
For the reaching the aim of study, the the following question is addressed: Do
language games help increase the effectiveness of learning English grammar for
first-year students of non-major English at Academy of Finance, Hanoi, Vietnam?
1.5. The significance of the study
- This thesis studied theoretical framework of English grammar and language
games in teaching languages. Through the reference of many scientific works on
languages, thesis indicated the general understandings of grammar, language games.
- This thesis studied many of scientific works related to the relation between
language games and grammar teaching and learning. From the research those works,
the thesis pointed out the existence of those scientific works and would be completed
in this thesis.
- The findings of the thesis confirmed the importance with the application of
language games in teaching grammar for first-year students of non-major English at
AOF. The results suggested lecturers should apply language games with variety of
types for the increase in the effectiveness.
- The thesis will be a useful document for students, and researchers in the field
of teaching methods at language universities in Vietnam.

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CHAPTER 2: LITERATURE REVIEW

2.1. General overview of English grammar
2.1.1. Definitions of grammar
Grammar is a term that has many different interpretations. Some of the ways

of understanding are listed below:
According to Macquarie Dictionary: “Grammar refers to the features of a
language (sounds, words, formation and arrangement of words, etc.) considered
systematically as a whole, especially with reference to their mutual contrasts and
relations” (Macquarie, 1997)
According to Longman Dictionary: “Grammar refers to the rules by which
words change their forms and are combined into sentences” (Longman Dictionary of
Contemporary, 2003)
Those definition mentioned that the term grammar related to the association
with verb paradigms and rules of linguistics and written language regulated by a set of
sentence structures. The definition of Macquarie Dictionary and Longman Dictionary
indicated the connection between grammar with rules and regulation. As such,
learners have to master a lot of rules to learn grammar well. In addition, if the
grammar involves a set of rules, this reflects that these rules are fixed. That is, there
is no flexibility in the grammar structure.
According to Ur: “Grammar refers to a way a language manipulates and
combining words (or bits of words) in order to form longer units of meaning” (Ur,
1988)
According to Larsen-Freeman: “it is not helpful to think of grammar as a
discrete set of meaningless, decontextualized, static structures. Nor is it helpful to
think of grammar solely as prescriptive rules about linguistic form, such as injunctions
against splitting infinitives or ending sentences with prepositions. Grammatical
structures not only have (morphosyntactic) form, they are also used to express
meaning (semantics) in contextappropriate use (pragmatics).” (Larsen-Freeman,

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2003)
According to the view of Larsen-Freeman, grammar has a range of flexible

frames with interchangeable components that can be organized and manipulated in
different ways. By manipulating linguistic components within a grammatical frame,
speakers should be able to produce a wide variety of constructions to express
themselves in what would be considered an acceptable language form. This
orientation implies that there is not, in fact, only one correct form of the grammar of
a language but rather a range of options useful for different purposes and appropriate
in different situations.
From my point of view, “Grammar refers to the collection of formal
requirements regulating the composition of natural languages of clauses, sentences
and connection with the semantics and pragmatics”
2.1.2. The importance of grammar in teaching and learning
2.1.2.1. Grammar has the role of an enabling skill
One of the primary and uppermost traits grammar has is that it enables the
user to process and produce correct sentences, be they spoken or written. The skill
in question is an indispensible factor for the user to function properly in each of
these areas (speaking, writing, listening, and reading). A decent mastery of
grammar can make it easier for the person to communicate and articulate his
thoughts coherently. However, when the person’s mastery of grammar is not
sufficient, communication is more likely to be disrupted and misconceived. What
follows is an attempt to demonstrate the role grammar plays in each of these areas.
We know that the strength of a tree lies in its roots. Similarly the strength of any
spoken language lies in its grammar. That it to say, grammar serves the base and
foundation of all spoken languages. Human interaction and communication are
based on mutual understanding. This requires the person to have a decent level of
grammar to be able to convey the message the same way he/her has in mind.

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Speaking is an everyday activity and one can’t do without it. Therefore, a

good command of grammar is vital for effective communication. More to the point,
the way one expresses himself during communication gives off hints as to one’s
knowledge and education. Whether we like it or not, we are judged by the way we
speak. A correct use of grammar on all occasions will make people perceive you
as a well educated person. By contrast, if one’s usage of grammar is weak, then the
impression formed by others will be a very poor one and they might take you to be
poorly educated.
The second skill in which grammar monopolizes a great role in is writing.
Grammar governs the mechanisms of writing and ensures that it can be easily
understood by all. A person may have splendid ideas and distinctive perspectives
which would make great changes in the world. Nevertheless, if this person lacks
the aptitude to fluently and accurately express these ideas, they wouldn’t matter at
all and would not even entice others’ attention. Had the greatest writers in history
like Dickens or the Indian spiritual leader Gandhi been terrible users of grammar,
their ideas would not have reached the world and would not have lived decades
after their demise. To exemplify the status grammar has in writing, syntax governs
word order in a sentence. Imagine reading an English sentence in which words are
arbitrary placed. It would clearly be impossible to understand. Punctuation also
helps the reader to pause or switch to a new thought. So often we find errors of
punctuation and syntax that change the meaning of the sentence; we then need to
go back and re-read, perhaps several times, in order to find out what the writer
actually meant, a waste of time and effort.
The function of grammar does not extend only to the written and spoken
forms; it rather exceeds that to be also an underlying component in listening and
reading. The role of grammar pertains not only to one’s production but also to one’s
understanding and perception. When the student already knows grammar, it makes
it considerably easier for him/her to process what they hear and not dwell on it
because they are not sure what it really means. A lecturer, for instance, asks a

6

student to bring him/her the books on the desk, only to have the student bring one
book because he/her didn’t hear the S sound or didn’t understand it. In this case, a
better grip over grammar would have improved the student’s listening. This applies
to reading as well.
2.1.2.2. Grammar has the role of meaning conveyance
Among the multiple functions grammar has, its ability to convey and clarify
meaning is the most important. A language is futile and doomed to perish if it’s
ineligible of constructing meaning. Communication constitutes a central part of
human activities, and meaning is a pre-requisite factor for the former to occur.
There are many ways in which grammar determines the meaning of the sentence.
Each grammatical rule serves a particular purpose. Conjugation to express an action
in a certain time, modals to express obligation, probability and certainty, even the
intonation while speaking says a lot about what the person wants to say. In addition
to this, correct grammar enables us to articulate the same thought in so many ways
and in so many different structures. Once the person learns how to efficiently
employ these rules, he/she becomes able to use the language to convey any thought
he desires.
One way in which grammar brings about meaning is the way it brings the words
together. Words grouped together randomly have little meaning on their own. For
instance, if father would like to know where his son is and the mother answers” with
friends cinema go”. In this instance, the father is highly unlikely to get the message and
even if he somehow managed to infer the meaning of the sentence, the latter is still
ambiguous and open to different interpretations. Unless they occur accidentally, like in
“go study”. Words may have lexical meaning at the word level, but they convey no
grammatical meaning as a group. However when a special order is given to these words,
grammatical meaning is created because of the relationships they have to one another.
The subject verb agreement, or to take another example the difference between the past,
present and future forms of verbs. The meaning of a sentence is determined partly by

the meaning of the words of which it is composed and partly by its grammatical

7


meaning.
Punctuation is also another way in which grammar contributes to meaning.
When having a face-to-face conversation, we use intonation, voice patterns and
body language to express exclamations or questions. However, when reading, we
don’t have these useful tools so we rely on the punctuation to help us figure out
what the writer means. Punctuation has also the capacity to change the meaning of
a sentence. Making mistakes at the level of punctuation leads to ambiguity. This
sentence for instance: ‘A woman without her man is nothing’. This sentence could
be punctuated to have an utterly different meaning. A woman: without her, man is
nothing. While in the first sentence, women are worth nothing without men, the
second is the total opposite. Punctuation is a powerful tool. It helps maintain
consistency and ease understanding. Being punctuation a sub- branch of grammar,
this shows the importance and influence grammar has over meaning in particular
and language at large.
To delve into more details regarding the role of grammar in conveying
meaning, we must have a look at the linguistic branch that is concerned with
meaning that is semantics. The latter is the study of the meaning of words and
sentences. The discipline in question studies the interpretation of individual words.
People pick up the meaning of words subconsciously at first, but then as they
grow more adept with language, more complex meanings emerge.
2.1.2.2. Grammar has the role of an instrument of sentence making
Grammar, after all, is a description of the regularities in a language, and
knowledge of these regularities provides the learner with the means to generate a
potentially enormous number of original sentences. A decent mastery of the
grammatical rules, gives the person the potential or rather the ability to manipulate

and combine a variety of basic sentence structure. The goal of this practice is not
to learn how to produce longer sentences but rather how to develop more effective
ones. This applies to both, speaking and writing. People actually grow disinterested
and bored when they hear or read a set of detached individual sentences, that in

8


addition to the little meaning they convey. Instead of creating many sentences to
convey simply one idea, with the sentence combination, they can all be merged into
a one complete meaningful sentence. To exemplify, ‘the exercise was not difficult.
The exercise was not easy. The exercise was manageable’. By cutting out the
needless repetition and adding a few conjunctions, we can combine these three
short sentences into a single, more coherent sentence: ‘The exercise was neither
difficult nor easy but manageable’. Or ‘The exam was not difficult or easy but it
was manageable’. Furthermore, a systematic practice in combining and expanding
sentences increases one’s repertoire of syntactic structures and may also improve
the quality of sentences.
All in all, grammar is an instrumental tool that not only enables the speaker
to create a wide variety of sentences but also equip him with the necessary
instruction as to how combine and manipulate these sentences to best suit his
purpose.
2.2. Genneral overview of language games
2.2.1. Definitions of language games
There were a lot of definitions of language games raised by researchers. Here
are some works done by famous researchers on the use of language games as well as
the concepts and ideas regarding games.
According to Allery “Games refers to competitive activity with a prescribed
setting, constrained by rules and procedures. The learning results from playing the
game…and not from the academic content or specialist subject matter” (Allery,

2004).
According to Kevin Maroney: “A game is a form of play with goals and
structure” (Maroney, 2001). This attitude showed a slight difference from Allery’s
attitude. This attitude added one more attribute to the definition of games namely
goals. Goals refer to game targets which eventually lead to language learning targets
According to Clark Abt: “A game is an activity among two or more
independent decision-makers seeking to achieve their objectives in some limiting

9


context. This attitude was estimated to be the combination of the characteristics and
the objectives of the games. The players should use the mental logic to make the
decision based on the regulation of the game. This requires the participants must think
more before making the choice. This is very suitable for the application in the
teaching foreign language for students. (Abt, 1987)
According to Rixon: “Game in general consists of playing governed by
rules”. By looking at games in general as well as from games specially designed for
teaching, Rixon picks out the features that would be useful in language teaching and
to see what other features would be less useful or even a waste of time. (Rixon, 1981)
According to Greenal: “Game is considered as whenever there is an element
of competition between individual students or teams in a language activity”. This
attitude refers to the characteristic of competition – a remarkable characteristic of
games. This one will lead to the motivation resulting in the increase in the preference
and satisfaction of students in learning foreign languages. (Greenall, 1984)
From my point of view: “Games refer to a set of activity used for gaining
objectives. Language games refer to games used in teaching and learning foreign
language with suitable objectives”
2.2.2. Types of language games in teaching English grammar
According to McCallum there are seven classifications of games:Vocabulary

games, Number games, Structure games, Spelling games, Conservation games,
Writing games, Role-play, Dramatics (McCallum, 1980). These kinds of games focus
on language skills and components. A lecturer who understands games in this way is
much more likely to choose games that are suitable for a particular purpose. The
purpose of this study is to enhance students’ vocabulary. The language games
selected in this study are necessary to focus on the vocabulary field.
According to Greenall, the language games can be classified games into eight
groups according to their functions and techniques in a different way (Greenall, 1984)

10


- Do-it-yourself simulation: It is an activity in which the students play
themselves in a situation which he/she has either experienced or can at least relate to
in some way.
- Role-play: Students are required to react following the identity or the role
marked on the card. Then develop the character with improvised dialogue in either
an everyday situation or a clearly defined setting.
- Describing: A simple situation in which one person has a particular item of
information that he/she can only reveal by: drawing, mime, roundabout description,
Yes/No answer to questions put by the others.
- Matching pairs: Divide words, pictures, lines of dialogue, etc., into more
than two parts and then shuffle. One part is given to each of the students who must
then find his/her partner.
- Jigsaw: It is similar to Matching Pairs. Divide words, pictures, and lines of
dialog into more than two parts. The students have to work to match them together.
- Logical sequences: This technique is similar to Jigsaw, but for materials such
as strip cartoons, song lyrics, or proverbs. The components can be reconstructed in
the correct and logical order.
- Board games: The lecturer thinks of a situation, which involves some

sequence of events. Then asks students to think of several favorable and unfavorable
events that might occur as the players proceed.
- Discussion: Activities can be a springboard for discussion or questionnaires.
According to Wright, Betteridge, and Buckby language games can be
classified into eight sections depending on each family type. The family name is often
a verb summarizing the essential way, which engages learners in the game. The
authors state that games can take one of the following forms: (Wright, 2005)
- Care and share: Learners feel comfortable in those games when sharing
personal information with other learners.
- Do: move, mine, draw, obey: The learner is expected to do something nonverbally in response to a read or a heard text.

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- Identify: discriminate, guess, speculate: The learner is tested to recognize
something hard to distinguish about something, and then contrasted with the
certainties.
- Describe: The learner is tested to depict something to an alternate learner, by
talking or composing. The other learner can do something objectively or subjectively,
conveying his or her sentiments and affiliations.
- Connect: compare, match, group: The learner is challenged to connect,
examine, match, or group various items of information. The items can be pictures or
texts. He or she uses language to describe or comment on the pairs of data.
- Order: The learner is challenged to put various bits of information into a
hierarchy of quality and importance, subjectively or objectively. Or to put texts,
pictures, objects, into a development sequence.
- Remember: The learner tries to remember something and then communicate
what he or she has retained
- Create: The learner is challenged or invited to make a story, write a poem,
or produce some other kind of material using their imagination.

According to Hadfield, language games can be classified into catergories:
(Hadfield, 1998)
- Linguistics games: The goal of the games is linguistics accuracy, for
example, producing a correct structure or remembering right words,
- Communicative games: Carry out activities like drawing maps or matching
pictures by using language. Rixon classifies games into two main groups based on
correctness and communication effectiveness. They are code-control games and
communication games. (Rixon, 1981)
- Code-control games: In these games, players have to produce language
correctly or prove that they have made a correct interpretation of a particular piece of
language. Repeating a limited range of language makes games similar in their
functions to drills. As with a drill, the other students express opinions about the
correctness of responses. The lecturer plays a vital role in leading or controlling these

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games. The lecturer also is the person who decides to award for correct answers and
refuses incorrect ones.
- Communication games: These games mainly focus on communication but
not absolute correctness. “Firstly, the language that is too distorted by mistakes will
fail to communicate anything. Secondly, the range of language needs in many of these
games can be limited so that students are repeating structures any time” (Hadfield,
1998)
2.2.3. The advantages of application of language games in teaching
Many experts of language teaching methodology have argued that games are
not just time-filling activities but have a great educational value, especially in
communicative language teaching class.
Firstly, Language games provides meaningful practice: Games are
considered as a way to help students not only enjoy and entertain with the language

they learn, but also provide intensive and meaningful practice of language. With the
use of meaningful practice as games, the lecturer can create various contexts in which
students have to use language to communicate, exchange information and express
their own opinions (Wright, 2005). The need for meaningfulness in language learning
has been accepted for some years. If students are amused, angered, challenged, or
surprised, the context is clearly meaningful to them. Thus, the meaning of the
language they listen to, read, speak and write will be better remembered. Further
support comes from Hadfield who believes that games provide as much concentrated
practice as a traditional drill and more importantly, they provide an opportunity for
real communication and thus constitute a bridge between classroom and the real
world (Hadfield, 1998)
Secondly, Language games create motivation: Games are highly motivating
and entertaining, and they can ‘lower anxiety’, give shy students more opportunity to
express their opinions and feelings (Hansen. 1994). Therefore, learners can perform
what they know, what they are familiar with and what they are able to produce. From
the researches of Uberman (1998), Nguyen & Khuat (2005), we can realize the

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enthusiasm of their students in learning through games. In most of the games, an
element of competition between individual learners or teams is a strong motivating
factor. It is the competition that stimulates students to produce required language
items as correctly as possible in order to achieve success.
In addition, using language games helps reduce stress in the classroom. When
students have to face unfamiliar or difficult structures, words, text and even
concentrate on long intensive practice without any change, there will be little benefit
from learning in such an intensive way in the long run. Thus, a change is always
necessary in the situation. While language is a hard work and effort is required every
moment and must be maintained over a long period of time, games are considered

one of the best ways to create relaxing and interesting learning atmosphere as a break
in order to maintain students’ motivation. When students are free from worry and
stress, they will study more effectively.
Motivation is clearly an indispensable element in the process of students’
acquisition because it makes learning more meaningful and effective. Therefore, it is
understandable for the lecturer to consider games as a means of enhancing
motivation. Huang (1996, p.1 quoted in Nguyen & Khuat, 2005) comes to a
conclusion that “learning through games could encourage the operation of certain
psychological and intellectual factors which could facilitate communication, heighten
self-esteem, motivation and spontaneity, reinforce learning, improve intonation and
build confidence”.
Thirdly, Language games promote participation and cooperation: The
reason why games are more popular in language classes nowadays is that games
encourage students’ participation and cooperation and can remove the inhibitions of
those who feel intimidated by formal classroom situations. That is true because games
encourage group work or pair work. To complete the task or requirement of games,
players work together by sharing information and they do not worry too much about
mistakes or they will be corrected by others. Moreover, to each game more proficient
students or less proficient ones have their own strong points so they can cooperate

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with one another to get their team’s objective. Therefore, games help students
increase collaboration and team-working or group-working spirit.
Fourthly, Language games provide active learner-centered learning: As
mentioned above, to reach the objective of the game, students have to work in pairs,
groups or in teams. It means that there is communication between individuals.
Students have to discuss together, share information or express their own points of
view before their group has a final result. In this way, games bring learners chances

to communicate or to work by themselves. The lecturer only keeps the role of an
observer or an instructor. He drops his role as director of games and becomes more
of a monitor and language format. The lecturer no longer controls what learners have
to say. Rixon asserts that lecturers should be there as “a source of information” to
give suggestions or rephrase something to make it clearer to other players. In other
words, games are part of general movement away from a lecturer-dominated
classroom and promote active learner-centered learning (Rixon, 1981).
Fifthly, Language games provide immediate feedback: After lecturers present
any new language item, they want to know how much knowledge their students have
achieved and how much they have missed. The popular way of checking students’
acquisition is by testing. However, tests always take time. By using games, lecturers
can receive information about their teaching, but in a quicker way. To explain this
David and Hollowell (1989) state as follows: “Most overburdened lecturers have
experienced the problem of waiting too long to hand back students’ papers, to be
effective, feedback must follow performance. Most of the games provide almost
immediate feedback to students since in most cases winning and losing will depend
on how well the students perform” (David, 1989).
By observing students work or perform their knowledge, lecturers can
recognize students’ strengths and weaknesses as well as their gaps in the process of
their acquisition. Besides, using games in learning also facilitates various interactions
in the classroom. Rixon offers different patterns of interaction through playing
games: lecturer-the whole class, lecturer-group, lecturer- individual, individual-

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