Pedagogical sciences

Master of p.s. Mailybayeva A.I.

M.Kh.Dulaty Taraz State University

The importance of games in the EFL classroom

Games have a great educational value and it can be used in the classroom to make learners use the language instead of just thinking about learning the correct forms. Games encourage learners to interact, cooperate, to be creative and spontaneous in using the language in a meaningful way. Learners want to take part in activities; to play games and are generally quite competitive. In order for them to take part they must be able to understand and communicate in the target language. Games also encourage learners to keep interested in the work and a teacher can use them to create contexts in which the language is useful.

Many experienced textbook and methodology manuals authors have stated that games are not just time-filling activities but have a great educational value. W. R. Lee holds that most language games make learners use the language instead of thinking about learning the correct forms (1). He also explains that games should be treated as central not peripheral to the foreign language teaching programme. A similar opinion is told by Richard-Amato, who thinks that games are fun but warns against overlooking their pedagogical value, particularly in foreign language teaching.

I think that using games is one of the most important way to teach efficiently in a language class. If students learn with games, have fun, feel happy and free, it means that teacher have reached his goals. Games strengthen language skills and learners develop social skills and good relationships while they interact with each others. Whatever the goal is (speaking, grammar points, vocabulary) we must believe that every game you have students play, is much more useful than tons of exercises and worksheets and the teacher gets more positive results than anything else.

Games are used as methods or techniques to involve students in learning. Well-chosen and designed games are invaluable as they give students a break and at the same time allow learners to practise language skills. The benefits of games range from cognitive aspect of language learning to more co-operative group dynamics and as a result games are highly motivating since they are amusing and at the same time challenging. Ersoz (2000) states that games can be used to give practice in all language skills and they can be used to practice many types of communication.

Huyen (2003) identifies the advantages of using games to learn vocabulary in the classroom: a) Games add relaxation and fun, so the learners retain words more easily. b)  Games involve friendly competition, so it keeps learners interested and motivated. c) Vocabulary games bring real world context to the classroom. Kim (1995) states more general advantages of using games in the classroom and they include:

1. Games are a welcome break from the usual routine of the language class.

2. They are motivating and challenging.

3. Learning a language requires a great deal of effort. Games help students to make and sustain the effort of learning.

4. Games provide language practice in the various skills- speaking, writing, listening and reading.

5. They encourage students to interact and communicate.

6. They create a meaningful context for language use.

Students learn through experimenting, discovering and interacting with their environment. Students need variation to increase their motivation. By using games students already have a context in which the use of the target language is immediately useful. This learning situation is similar to how mother tongue speakers would learn without being aware they are studying.

One important point in teaching English with games is rewarding. Teacher should not neglect this point. Everyone who succeeds a hard task would like some praise or a gift. We always praise our students. But giving small presents motivates them. They do not have to be expensive ones. According to your learners’ ages you can give them different presents. For teenagers we can make CDs which have popular pop songs or another suitable gift can be a second-hand graded reader.

In conclusion, using games is an efficient way to teach English in the classroom. This way you get the best results in the classroom. It arises students’ motivation. Games prepare young learners for life and they acquire positive social attitudes. Games teach sharing, helping each other and working as a team. A child learns by doing, living, trying and imitating. So this kind of learning is lasting. During games some feelings such as the pleasure of winning and the ambition of losing may arise. This gives to the teacher an idea about student’s character. So games are must-have activities for hardworking teachers.

Literature

1. Deesri, A. (2002) Games in the ESL and EFL Class in The Internet TESL Journal, Vol. VIII, No. 9.

2. Ersoz, A. (2000) Six Games for the EFL/ESL Classroom in The Internet TESL Journal, Vol. VI, No.6.

3. Gaudart, H. (1999)  Games as Teaching Tools for Teaching English to Speakers of Other Languages in Simulation Gaming, 30:283

4. I-Jung. C, (2005) Using Games to Promote Communicative Skills in Language Learning in The Internet Kim, L.S. (1995) Creative Games for  the Language Class in English teaching Forum 33:1.