The use of language games to teach english grammar to non english majored students at an giang university

NATIONAL UNIVERSITY OF HO CHI MINH CITY
UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES

THE USE OF LANGUAGE GAMES TO TEACH ENGLISH
GRAMMAR TO NON-ENGLISH-MAJORED STUDENTS
AT AN GIANG UNIVERSITY

SUBMITTED IN PARTIAL FULFILMENT
OF THE REQUIREMENTS
FOR THE DEGREE OF MASTER OF TESOL

SUPERVISOR: LÊ THỊ THANH, Ph.D.
STUDENT: HUỲNH CHÍ XUÂN HUYÊN

Ho Chi Minh City- 2008


CERTIFICATE OF ORIGINALITY

I certify my authorship of the thesis submitted today entitled:

THE USE OF LANGUAGE GAMES TO TEACH ENGLISH GRAMMAR TO
NON-ENGLISH-MAJORED STUDENTS AT AN GIANG UNIVERSITY

In terms of the statement of Requirements
for Thesis in Master’s Progammes
issued by the Higher Degree Committee

Ho Chi Minh City, March 2008

HUỲNH CHÍ XUÂN HUYÊN

i


RETENSION AND USE OF THE THESIS

I hereby state that I, HUỲNH CHÍ XUÂN HUYÊN, being the candidate for the
degree of Master of TESOL, accept the requirements of the University relating to
the retention and use of Master’s Theses deposited in the Library.
In terms of these conditions, I agree that the original of my thesis deposited in the
Library should be accessible for purposes of study and research, in accordance with
the normal conditions established by the Library for the care, loan, or reproduction
of theses.

Ho Chi Minh City, March 2008

HUỲNH CHÍ XUÂN HUYÊN

ii


ACKNOWLEDGEMENTS
I would like to express my deepest gratitude to my thesis supervisor, Dr. Le Thi
Thanh for her whole-hearted guidance and valuable encouragement without which
this thesis could not have been completed.
Many thanks to all lecturers who were responsibly in charge of class TESOL 2003
and whose lectures were very useful to my conducting this thesis.
I owe my sincere appreciation to my colleagues and students at An Giang
University, my classmates from class TESOL 2003, and my friends for their
contributions to the completion of my work.

Finally, I want to express my profound thanks to my beloved parents, my sisters,
my husband and all relatives for their love, encouragement, and great support which
were so motivative that I could conduct and complete my research.

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ABSTRACT
This thesis aims at investigating the reality of using language games to teach
English grammar to non-English-majored (NEM) students at An Giang University
(AGU). Doing this, the author hopes to enhance the use of grammar games in
English classes in order to make teaching and learning English grammar fun and
effective.
By having NEM students and teachers who taught English grammar to NEM
students at AGU answer two questionnaires designed differently for each group, the
author studied the following matters:
• Attitudes of teachers and students towards grammar games.
• The reality of using language games to teach English grammar to NEM
students.
• Benefits of grammar games to NEM students.
The results showed that most teachers and students had positive attitudes towards
language as well as grammar games. They also acknowledged the usefulness of
grammar games to their teaching and learning. Unexpectedly, grammar games were
rarely used on average due to many reasons.
Based on the findings from analyzing the questionnaires, the thesis came up with
recommendations for implementing grammar games. Last but not least, many
games with instructions and supplementary materials were suggested so as to make
it easier and more feasible for teachers and students to use grammar games in their
classes. These games were recommended for the specific grammar points in Know
How's currently used as English course books for NEM students at AGU.

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TABLE OF CONTENTS
CHAPTER 1 INTRODUCTION ............................................................................1
1.1 Rationale of the study.........................................................................................1
1.2 Research questions .............................................................................................2
1.3 Significance of the study ....................................................................................2
1.4 Overview of the thesis chapters .........................................................................3
CHAPTER 2 LITERATURE REVIEW .................................................................4
2.1 An overview about games ..................................................................................4
2.1.1 What are games?.........................................................................................4
2.1.2 Advantages of games..................................................................................6
2.1.3 Game categorizations................................................................................11
2.1.4 Factors to consider when having games played in class ..........................16
2.1.5 Criticism about games ..............................................................................20
2.2 Grammar...........................................................................................................21
2.2.1 What is grammar?.....................................................................................21
2.2.2 The role of grammar in language teaching...............................................23
2.2.3 Arguments for and against grammar teaching..........................................25
2.2.3.1 Cases for grammar teaching...............................................................25
2.2.3.2 Cases against grammar teaching ........................................................28
2.2.4 Grammar in some language teaching methods.........................................29
2.2.5 Basic principles for grammar teaching .....................................................33
2.2.5.1 The E-Factor (Efficiency= economy, ease, and efficacy) .................33
2.2.5.2 The A-Factor (Appropriateness) ........................................................34
2.3 Games in grammar ...........................................................................................35
CHAPTER 3 RESEARCH DESIGN AND METHODOLOGY ..........................38
3.1 Study location...................................................................................................38

3.2 Teacher population and samples ......................................................................40
3.2.1 Teacher population ...................................................................................40
3.2.2 Teacher samples........................................................................................40

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3.3 Student population and samples.......................................................................41
3.3.1 Student population ....................................................................................41
3.3.2 Student samples ........................................................................................41
3.4 English curriculum for NEM students at AGU................................................42
3.5 The English Know How series.........................................................................43
3.5.1 The series ..................................................................................................43
3.5.2 The grammar sections...............................................................................44
3.6 The Know How syllabus for NEM students at AGU.......................................44
3.7 Research instruments........................................................................................44
3.8 Research methods.............................................................................................45
3.9 Data collection procedure.................................................................................46
CHAPTER 4 FINDINGS AND DISCUSSION....................................................47
4.1 Students’ attitudes towards English grammar learning....................................47
4.1.1 Students’ interest in English grammar......................................................47
4.1.2 Students’ perceptions on the difficulty level of grammar in Know How .48
4.1.3 The role of grammar in English learning..................................................49
4.1.4 Methods of learning grammar ..................................................................50
4.1.5 Expressing ideas in grammar class ...........................................................51
4.2 Teachers and students’ attitudes towards language games, especially grammar
games......................................................................................................................52
4.2.1 Benefits of games .....................................................................................52
4.2.2 The frequency of using games in English class........................................54
4.2.3 Students’ interest in playing games ..........................................................56

4.3 The reality of using grammar games to teach NEM students at AGU ............57
4.3.1 The frequency of using games..................................................................57
4.3.3 The purposes for using grammar games...................................................59
4.3.4 The stages of a grammar lesson in which games were used ....................60
4.3.5 Teachers’ preparation for games ..............................................................61
4.3.6 The length of games..................................................................................63

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4.3.7 The newness of games ..............................................................................65
4.3.8 Types of game organization......................................................................66
4.3.9 Teachers’ problems when using language games.....................................68
4.3.10 Teachers’ solutions for problems when using games.............................69
4.3.11 Games teachers have used and are going to use to teach the grammar
points in Know How 1 and Know How 2...........................................................71
4.4 The real benefits of grammar games towards teaching and learning...............76
CHAPTER 5 CONCLUSIONS AND RECOMMENDATIONS .........................82
5.1 Conclusions ......................................................................................................82
5.2 Recommendations ............................................................................................83
5.2.1 Recommendations for implementation.....................................................83
5.2.2 Suggestions for further research ...............................................................86
5.3 Suggested games for the grammar points in Know How 1 and Know How 2 87
5.4 Limitations .....................................................................................................121
REFERENCES.....................................................................................................122
APPENDICES......................................................................................................126

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LIST OF FIGURES AND TABLES
Figure 1. Students’ interest in grammar....................................................................47
Figure 2. Students' perceptions on the difficulty level of grammar in Know How ..49
Figure 3. Students' opinions about the role of grammar ...........................................49
Figure 4. Students' favorite ways of learning grammar ............................................50
Figure 5. Students expressing ideas in grammar class..............................................51
Figure 6. Teachers' opinions about whether games should be used frequently in
English class..............................................................................................................55
Figure 7. Students' want of the frequency of games .................................................56
Figure 8. Students' interest in playing games............................................................57
Figure 9. The frequency of using games...................................................................59
Figure 10. Teachers' preparation for games ..............................................................62
Figure 11. The length of games.................................................................................65
Figure 12. Students' want of the newness of games..................................................66
Figure 13. Ways of organizing games ......................................................................67
Table 1. Teachers’ attitudes towards the benefits of games .....................................53
Table 2. Students’ thought about the benefits of language games............................54
Table 3. Teachers’ purposes for using grammar games............................................59
Table 4. Stages of a grammar lesson in which games were used .............................60
Table 5. Length of games used by teachers ..............................................................64
Table 6. Length of games nominated by students.....................................................64
Table 7. Games teachers have used and are going to use .........................................71
Table 8. Students’ ideas about the benefits of grammar games in reality ................76
Table 9. Teachers’ ideas about the real benefits of grammar games ........................78

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CHAPTER 1 INTRODUCTION
1.1 Rationale of the study

Most teachers of English in An Giang University (AGU) have used games in their
classes but it seemed that they did not make good use of the advantages of language
games. Games were often used merely for fun and relaxation rather than for
learning purposes. However, I believe that games can be used to teach different
aspects of English very effectively such as language skills, vocabulary, grammar or
pronunciation… as long as we know how to make use of them.
Most schools nowadays design their English curriculum focusing on four language
skills, still include grammar lessons in the syllabus because grammar plays a very
important role in the success of students if they want to be competent in language
skills.
When I first studied English and many years later during the 1990s, grammar was
taught by Grammar- Translation method. Very few activities were done. Students
mostly listened to teacher's explanations and then did the exercises one by one.
Students might find learning grammar boring. Moreover, students, at that time,
might master grammar rules but were unable to use appropriate structures in real
situations.
Grammar needs to be taught communicatively in a more pleasant way. There
should be communicative activities when students have a need to exchange
information or to interact. Games are good communicative activities. Furthermore,
games are enjoyable, interesting, and motivating.
I believe that grammar lessons are the basis of English learning. I enjoyed playing
language games when I was a student of English. As a teacher of English, I like
using games in my classes.
At AGU, the textbooks used to teach non-English-majored (NEM) students are
Know How’s. Teachers may follow the available steps or have their own ways to

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deal with the grammar sections in these books to adapt to the students’ levels or

interest. Since all the Focus on Grammar sections follow the same format which
seems rather boring and monotonous, a game in this pace will make the lessons
more interesting and motivating. With games, students can practice the grammar
points and relax at the same time.
1.2 Research questions
For those reasons I mentioned above, I carried out this research with the hope to
find the way to use language games as learning activities to make grammar lessons
more meaningful and enjoyable.
This study aims at answering the following research questions:
1. What do English teachers and NEM students at AGU think about language
games, especially grammar games?
2. How are grammar games being used in English classes?
3. What benefits do language games in general and grammar games in specific,
bring to NEM learners of English at AGU?
4. How should games be used effectively in English grammar classes at AGU?
(Some suggestions to use grammar games more effectively)
1.3 Significance of the study
Being a teacher of English, I want to do this research firstly for myself to improve
my teaching grammar, by using the benefits of games. This research is also useful
for other teachers who want to make teaching and learning grammar fun and
effective.
The students are hoped to benefit most from this research. They will become more
motivated and more interested in learning English. Having more chance to use and
practice grammar points, students will be found improve their use of grammar. The

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effective use of grammar points is through games, making them an important
teaching tool.

1.4 Overview of the thesis chapters
This thesis consists of five chapters.
Chapter 1 is an Introduction. This chapter introduces the rationale of the study, the
research questions, the significance of the study, and a brief look at the thesis
chapters.
Chapter 2, Literature Review, as its name expresses, reviews the literature, the
ideas and the findings of many researchers which relate to the problems of the
thesis. This is the basis for the thesis to be conducted. This chapter has two main
parts. Part one is an overview about games and part two is what many linguists
have written about grammar.
Chapter 3 is Methodology. The methods used to conduct the study are brought out
in details.
Chapter 4 is Findings and Discussion. In this chapter, the information and the data
collected are analyzed and discussed to answer the research questions.
Chapter 5 is the last chapter where the researcher gives a conclusion for the whole
thesis accompanied by some recommendations for better use of grammar games
and for further research.

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CHAPTER 2 LITERATURE REVIEW
As its name suggests, this chapter summarizes and synthesizes the arguments and ideas
from many authors, which are related to the thesis matter. It provides a solid background
for the investigation of the research paper.

2.1 An overview about games
2.1.1 What are games?
What are games? Everyone feels intuitively that they know what a game is but its
definition

is

elusive.

“The

term

“game”

is

notoriously

difficult

to

define”(Wittgenstein, as cited in Cook, 2000, p.127).
Khan from University of Warwick, England (as cited in Brumfit, Moon, and
Tongue, 1991), when conducting research in psychology and game theory defined
games as followed:
Games are activities governed by rules, which set up clearly goals. The
achievement of these goals signals the end of the game. Games involve a contest
either between players or between the players and the goal, and games should
lead to having fun. Games are for playing, and this element of play is crucial.
(p.32)
Cook (2000) suggested that games can be understood both in broad sense and in
specific sense. The latter has some relationship with language play. He wrote:

In a general sense, “game” is used to describe a range of activities, including
such unstructured ones as the rough and tumble of young animals and the ad hoc
improvisations of children’s make-believe. It is also used metaphorically – in the
plural – to describe the deceitful or trivial behavior of adults. In a more specific
sense, however, it refers to intricate, rule-governed, and culturally variable
competitive activities. Games in this sense can provide insights into language
play for a number of reasons. They are, like language itself, uniquely human;
they generally involve a substantial role for chance; they are used as instruments
of competition; and they express and create cultural value and identity. (p.127)
Donne Byrne (1976) defined games as “a form of play governed by rules or
conventions”.

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Similar to Khan, Hadfield (1999, p. 8) also thought about game as an activity with
rules, a goal and an element of fun. He proposed “games should be regarded as an
integral part of the language syllabus, not as an amusing activity for Friday
afternoon or for the end of term”. As Hadfield suggested, language games make
use of a variety of techniques including “information gap, guessing, search,
matching, exchanging, collecting, combining, arranging and card games, board
games, puzzles and role-play”.
In the words of Smith (2005), a language game is a device to create a situation in
the classroom which gives learners an opportunity to use language they have
already learnt in a relaxing way with maximum possible free expression in order to
fulfil a simple task, to solve a problem or communicate a piece of information.
Games may range from the very simple with strictly limited structures for beginners
to fairly complicated simulations with advanced learners for revision work.
Seaton (1982) did not give a clear definition of “games” but tried to make an
explanation for this term. He also based on what Lee (1979) had found. Seaton

demonstrated that “the essence of many games and contests in the classroom lies in
outstripping, in friendly fashion, someone’s performance or in bettering one’s own.”
The goals are visible and stimulating. Taking part in games is largely an enjoyable
pursuit and, in the classroom brings variety and helps students to get to know each
other and their teacher; games can thus help to create a relaxed, friendly
atmosphere. Learning a language can be achieved only by using it repeatedly.
Language games are a means of acquiring variety in the consolidation process of
language learning. The elements that bring language to life in a classroom are
gestures, handling and touching things, incidents, pictures, some or all of which
may be part of a game or a contest. Games are suitable for all learners, children and
adults alike. It is usually possible to adapt a game to learners’ age group, needs or
special interests. There are games for various stages of achievements, for different
sizes of classes, for practising the use of vocabulary, sentence structure, and
tenses… Games bring students and teacher close together (since in games, students

5


can interact with the teacher in a more comfortable and relaxing atmosphere), which
must help the process of learning and teaching.
According to Lee (1979), it is not easy to distinguish between real games and gamelike activities. He found that:
games which have a definite beginning and an end are governed by rules, shaded
off into game-like activities which have a less formal design. There is no clearcut line of division in language teaching between games and non-games. (p. 3)
Unlike the other authors, Ur (as cited in Janssens, 1989) distinguished a game from
what he called a game-like activity. According to Ur, a game is an activity that is
done for recreation, pleasure or fun with no utilitarian purpose; usually has a clear
objective; is ruled governed, involves the performance of an active task; and is
enjoyable because of some kind of pleasurable tension or entertainment. On the
other hand, he defined a game- like activity as “a routine language- practice
procedure, with game-like features added on.” These features have various

functions. The first function is to make the language use more purposeful and
therefore often more communicative and authentic-feeling. Secondly, it is to make
the activity more enjoyable and hence motivate students to participate. Finally,
game-like activity has the function of defining limits on what may or may not be
done in the activity (“rule base”) so that students have a clear idea what they have to
do and why.
Regardless of how we call the activity, game or game-like activity, what I mean by
“game” in this thesis is the activity that should have an element of fun and at the
same time is seriously goal-oriented and has a learning value. Therefore, I will
consider game and game-like activity as just “game”.
2.1.2 Advantages of games
Games in general and games for language teaching and learning in specific have a
lot of advantages as many researchers have found.

6


Cook (2000) found that “game, like language use, offers the same opportunity for
individual display and communal enjoyment” and “games are vehicle for
competition and collaboration” (p.128-129).
In the 17th century, Comenius (as cited in Kelly, 196, p. 100) advanced the view that
seven elements found in games were particularly helpful for language learning.
They are movement, spontaneity, social mixing, combined effort, order, ease, and
relaxation.
Cook (2000, p. 194-201) also set out the advantages of incorporating a play element
into language teaching as follows:
Advantage 1: A play element would validate the explicit deductive teaching of
rules (where possible in the students’ first language) and frequent subsequent
discussion of them by teachers and students in the light of practice.
Games are typically marked by discussion of rules at every stage: before they are

played for the first time, prior to each game, and in extended discussion afterwards.
The same is true of many other activities, such as meetings, legal and legislative
procedures, rituals, political competition, and so on. For this reason it seems safe to
assume that language learners would find such a procedure quite normal, easy to
relate to, and helpful.
Advantage 2: A play element would help to remedy the apparent dilemma of
needing to choose between an emphasis on structure or an emphasis on use. In
games, “there can be no claimed division between form and function.”
Advantage 3: - A play element would license the treatment of the classroom as an
“artificial” rather than a “real” environment.
-

A play element would legitimate the use of invented examples focusing upon

particular forms.
-

A play element would encourage the use of illustrative examples of a quasi-

literary nature as mnemonics – the more bizarre in meaning, the better.

7


-

A play element would reinstate rote learning, repetition, and recitation as

enjoyable learning strategies.
Advantage 4: A play element would broaden the range of permitted interactional

patterns within the classroom.
A variety of combinations of students is possible within all but the smallest classes:
individuals may act alone, in pairs, in groups of various sizes or in concert as the
whole group. Each of these units, from individual to whole class, may also enter
into interaction with the teacher. Each combination has its own pedagogic
advantages, and simulates the range of combinations outside the classroom.
Advantage 5: A play element allows the forces of change and tradition to coexist,
and the teacher to move freely and as necessary between the exercise and the
abdication of authority.
When playing a game, players must obey the rules. Their actions, speech,
relationships, purposes, and even their dress, may not be of their own choosing, but
dictated by the game. Yet, at the same time, games promote individual expression,
and create a sense of creativity and infinite possibility.
From the above advantages Cook suggested, games and activities are definitely
invaluable to a foreign language teacher. Carrier and the Center for British Teachers
(1980) summarized the advantages of using games as follows:
1. Games add variety to the range of learning situations.
2. Games can be used to change the pace of a lesson and so maintain motivation.
3. Games can be used to punctuate long formal teaching units and renew
students’ energy before returning to more formal learning.
4. Games can give “hidden” practice of specific language points without students
being aware of this.
5. Games encourage students’ participation and can remove the inhibitions of
those who feel intimidated by formal classroom situations.

8


6. Games can change the role of teacher from that of formal instructor to that of
manager or organizer of activities that students enjoy participating in. This can

be useful in reducing teacher-student distance or conflict.
7. Games can increase student-student communication, and so reduce the
domination of the classroom by the teacher.
8. Games can act as a testing mechanism, in the sense that they will expose areas
of weakness and the need for remedial work. (p. 6)
Lengeling and Malacher (1997) also asserted that games benefit students in a
variety of ways, from cognitive aspects of language learning to more co-operative
group dynamics. First, in term of affective aspect, games help lower affective filter,
encourage creative and spontaneous use of language, promote communicative
competence, motivate students and provide fun. Second, cognitively, games
reinforce students’ ability to learn and remember the language. Beside reviewing
what they have learnt, students can also extend their language use. Third, in the
aspect of class dynamics, games are student-centered activities in which teacher acts
only as facilitator. They can build class cohesion, foster whole class participation,
and promote healthy competition. Fourth, games have adaptability. By this, the
authors meant that games are easily adjusted for ages, levels, and interests.
Moreover, they can be used for all four skills.
Hadfield (1990), an author of many game books, believed that games should be
regarded as an integral part of the language syllabus. According to Hadfield, since
games emphasize successful communication rather than correctness of language,
they provide an opportunity for real communication, and thus constitute a bridge
between the classroom and the real world.
Language learning is a hard work that may make learners tired and frustrated.
Therefore, effort is required at any time during the procedure of learning a language
item. It is essential to maintain a careful balance between intensive practice and
more relaxed work if the learners are to use their classroom time as efficiently as
possible. Few students can concentrate for long periods without some change of
pace, and even fewer will actually benefit from learning in such intensive way in the

9

long run. In such situations, games can be considered useful activities to maintain
students’ concentration on the lesson. Wright, Betterridge and Buckby (1984) found
that “games help 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”.
It is possible to learn a language as well as enjoy oneself at the same time. Games
can help do this. “Well- chosen games are invaluable as they give students a break
and at the same time allow students to practise language skills. Games are highly
motivating since they are amusing and at the same time challenging” (Ersoz, 2000).
Other authors may also agree with Ersoz’s ideas. Hadfield (1990, Introduction)
noticed “one of the most important reasons for using games is simply that they are
immensely enjoyable for both teacher and student”. When joining the games,
learners have a need to use the language to exchange information with one another.
They want to express their opinions and to understand what others are saying or
have written. In that context, the meaning of the language learners listen to, read,
speak and write will be more vividly experienced and thus better remembered. The
game context makes the foreign language useful to learners. “It brings the target
language to life” (Lewis, 1999, as quoted in Mei and Yu-jing, 2000).
Amato (as quoted in Uberman, 1998, p.20) added more benefits of games. He
claimed that “games can lower anxiety, thus making the acquisition of input more
likely”. They can give shy students more opportunity to express their ideas and
feelings which may not be done in a serious classroom atmosphere.
Greenall (1984) shared similar opinions with Amato. He said:
Language games and activities provide an opportunity for learners to try out
their newly acquired competence in a context where they feel psychologically
secure. They are less likely to be troubled by the fear of making mistakes since
the consequences of inaccuracies and misunderstandings are fictitious and
have no real significance. They are thus more likely to learn from their

mistakes and can use these occasions to build up their confidence. (p.7)

10


For the above advantages, needless to say, games must be regarded as central to a
teacher’s repertoire.
2.1.3 Game categorizations
Authors categorized language games differently.
Hadfield (1999) divided games into two main types: linguistic games and
communicative games.
In linguistic games, the goal of the game is linguistic accuracy, producing a correct
structure. Meanwhile, communicative games are activities with a goal or aim that is
not linguistic. Successful completion of the communicative game will involve the
carrying out of a task such as drawing in a route of map, filling in a chart, or finding
two matching pictures… Nevertheless, in order to carry out this task it will be
necessary to use language, and by careful construction of the task, it will be possible
to specify in advance what language will be required. The emphasis in linguistic
games is on accuracy, while in communicative games the emphasis falls on fluency.
Below are a variety of techniques Hadfield (1990 & 1999) suggested be used in
games.
-

Information gap: Games based on information gap principle can be played in

pairs or small groups, when all the members of the group have some information.
This type of game may be one-sided. For example, student A has access to some
information which is not held by student B. Student B must acquire this information
to complete a task successfully. Information gap games may also be reciprocal,
where both players have information which they must share to one another to solve

a problem.
- Guessing games: Guessing games are also based on information gap principle.
That means these games involve some information which a player withholds
deliberately and which is guessed by the other players to know what it is.

11


- Search games: Search games are another variant of information gap games,
involving the whole class. In these games, everyone in the class has one piece of
information. Players must obtain all or a large amount of the information available
to fill in a questionnaire or to solve a problem. Each student is thus simultaneously a
giver and a collector of information.
-

Matching games: Matching games are based on a different principle but also

involve a transfer of information. These games involve matching corresponding
pairs of cards or pictures, and may be played as a whole class activity, where
everyone must circulate until they find a partner with a corresponding card or
picture; or as a pair work or small group activity, where players must choose
pictures or cards from a selection to match those chosen by their partner from the
same selection; or as a card game on the “snap” principle.
- Matching-up games: Matching up games are based on a jigsaw or “fitting
together” principle. Each player in a group has a list of opinions, preferences, wants
and possibilities. Through discussion and compromise the group must reach an
agreement.
- Exchanging games: Exchanging games are based on the “barter” principle.
Players have certain articles, cards or ideas which they wish to exchange for others.
This type of game aims at making an exchange which is satisfactory to both sides.

- Collecting games: Collecting games can be played as a whole class activity
where players circulate freely to exchange cards or the class can be divided into
small groups. In order to become the winner, players need to find the cards to have
a complete set.
- Combining activities: Combining activities are those in which the players must
act on certain information in order to arrange themselves in groups such as families
or people spending holidays together.
- Arranging games (sequencing or ordering games): To play these games, the
players must acquire information and act on it to arrange items in a specific order.

12


Items to be arranged can be picture cards, events in a narrative, or even players
themselves.
- Board games and card games: The aim of these games is to be first round the
board, or to collect most cards, or get rid of cards first. The cards and squares on the
board are used as stimuli to provoke a communication exchange between players.
-

Puzzle-solving activities: In puzzle- solving activities, participants share or pool

information in order to solve a problem or a mystery.
-

Role play: Many games include an element of role play. Players are given the

name and some characteristics of a fictive character. The role play element is
always subordinate to the game for the purposes of language use. The game
develops in a certain predetermined way, while role play, in the true sense, is openended and may develop in any number of ways.

- Simulations: A simulation is the imitation in the classroom of a total situation,
where the classroom becomes a street, a hotel, or an office. In simulation games,
players have a specific task or series of tasks to complete within the context of the
simulation.
According to Byrne (1976, p. 100-101), games can contribute to language
proficiency by getting the learners to use language in the course of game in two
main ways. Firstly, games can be used to improve the learners’ command of a
particular item or items of language: sounds, vocabulary, spelling, grammatical
items or functions. Games of this kind are concerned with accuracy. Secondly,
games can be used to provide the learners with opportunities to use language rather
than simply practice it. These games are concerned with fluency rather than
accuracy.
Both types of games clearly have their place in language learning. The first type,
with its focus on accuracy, belongs mainly to the practice and pre-production stage.
The second type, on the other hand with its focus mainly on fluency, belongs to the
production stage.

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Another linguist, Carrier(1980, p. 10-11), divided games based on their purposes of
using the language. The different types of games are:
-

Language points: each game aims to give extensive practice in structure.

-

Production games: the games practice a wider range of language points than

the previous. They are most appropriate for the production or post-practice phase of
a lesson or teaching unit, where students are anxious to get away from teacherguided language and express themselves more creatively.
-

Word games: the games of this type are subdivided into three categories: word

games, letter and spelling games, and crosswords. Most of the games are concerned
primarily with developing reading and writing skills, but some of them are more
actively oral.
-

Pronunciation games: these games practice both pronunciation and sound

discrimination.
-

Fillers: there are three groups of games : quizzes, puzzles and riddles, and filler

games. The overall aim is to provide short, stimulating activities to break up or
finish of long lessons or teaching sessions. Language skills are practiced and
developed through the games.
-

Projects and activities: the games may be role-playing activities that need up to

a full lesson to develop properly, and others long-term activities or projects that
could be developed over a number of weeks…
-

Communication games: the games are intended to develop and practice

students’ skills in communication.
Smith (2005) suggested the following categories of language games.
-

Ice-breakers (helps tutor/ learners to get to know one another): A large number

of games can be used to break down any barriers or tension that may exist at the
start of a lesson. Language games get people talking to one another.

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-

Guessing games (motivating): People like to make intelligent guesses to form

their own theories and to work things out by a process of elimination.
-

Information gap (generating discussion): Many language games contain

“information gaps”. The object is to find the missing information players need from
other members of the group.
-

Memory games (challenging): People like testing their memory and this can

also make them think in the language they are learning and collaborate and/ or
compete with others.

-

Comparing/ contrasting (encourage questions and discussion): There should be

a suitable picture or text and photocopy it with alterations. Learners have to find the
differences by talking to each other without looking at each other’s picture/ text.
-

Word games (encourages language skills such as deduction/ prediction): Games

using the alphabet, dictation, drawing, sequencing, flashcards, listing and adding on
can be used to help learners use and remember particular vocabulary.
-

Filling in a diary/ calendar (collaborating): Planning time can be a challenge

especially when it involves making arrangement that fits in with those of others in a
group. This can be practiced within the framework of the language of arranging
meetings and planning trips.
-

Opinion gap (encourages fluency): Pair or group discussions where learners

represent a different point of view create interest and challenge to role-play and
discussion.
-

Collaborating to complete a task (encourages pace/ tempo): Many activities

can be given to small groups as a joint task. This encourages individuals to make a

contribution and the need to get a task finished adds a sense of urgency to the work.
-

Role-play/ simulations (encourages students’ independence): When fully

developed the language game may become a simulation with the classroom

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transformed into an imaginary scenario with learners taking their own individual
roles.
Those authors had different opinions on the categorization of language games.
While Hadfield (1990 & 1999) emphasized the ways to use games categorizing
different types of games, Carrier (1980) divided games based on their purposes of
using the language. Smith (2005), paid more attention on how games help learners
in their learning the language. Byrne (1976), in few words, said about the two main
aspects games are concerned with: accuracy and fluency. However, there are some
similarities among their ideas. Both Hadfield and Smith included in their game
categorization guessing games, information gap, role play and simulations. Carrier
and Smith shared word games.
2.1.4 Factors to consider when having games played in class
Since we know that both teachers and students of a foreign language can benefit
very much from games, it is important to consider some factors that enable the
effectiveness of using games in a language class. The teacher should choose games
that are suitable for his/ her students’ level and for the purpose of the lesson.
Preparation is especially necessary for games in order to have the best result.
Besides, the teacher must ensure that he/ she can control the class during a game
when students are so excited in playing games that they sometimes make so much
noise or break the rules…

Carrier (1980) showed a number of factors that teacher should consider when
having a game played in his language class: which game to use; when to use the
game in a class time; what to prepare for the game; how to organize and manage the
students; how long the game may last; and so on.
2.1.4.1 Appropriate kind of games
The teacher must take many factors into account when deciding which game would
be most appropriate and most successful with his students at any one time.
Primarily, he will consider the levels of the students but also:

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