Using Games in Teaching Grammar

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Introduction………………………………………………………………………...3

Chapter I……………………………………………………………………………7 Theoretical aspects of teaching grammar games.......................................................7 1.1. The advantages of using games…………………………………………7 1.2. The adequacy in using games…………………………………………...9 1.3. Learning grammar through games…………………………………….12

Chapter II……………………………………………………………………….....17 Samples of grammar games……………………………………………………….17 2.1. Games with prepositions………………………………………………..17 2.2. Conditionals and wishes………………………………………………...19 2.3. Relationships between ideas…………………………………………….22

Conclusion………………………………………………………………………...24 Bibliography……………………………………………………………………....25 Appendix………………………………………………………………………….26 INTRODUCTION

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Games offer students a fun-filled and relaxing learning atmosphere. After learning and practicing new vocabulary, students have the opportunity to use language in a non-stressful way. While playing games, the learners' attention is on the message, not on the language. Rather than pay attention to the correctness of linguistic forms, most participants will do all they can to win. This eases the fear of negative evaluation, the concern of being negatively judged in public, and which is one of the main factors inhibiting language learners from using the target language in front of other people. In a game-oriented context, anxiety is reduced and speech fluency is generated-thus communicative competence is achieved. Games are also motivating. Games introduce an element of competition into language-building activities. This provides valuable impetus to a purposeful use of language (Prasad 2003). In other words, these activities create a meaningful context for language use. The competitive ambiance also makes learners concentrate and think intensively during the learning process, which enhances unconscious acquisition of inputs. Most students who have experienced game-oriented activities hold positive attitudes towards them (Uberman 1998). An action research conducted by Huyen and Nga (2003), students said that they liked the relaxed atmosphere, the competitiveness, and the motivation that games brought to the classroom. On the effectiveness of games, teachers in Huyen & Nga's (2003) reported that action research reported that their students seem to learn more quickly and retain the learned materials better in a stress-free and comfortable environment./8, 11/ There are names of scholars who mentioned games in teaching grammar in their work: Arif Saricoban and Esen Metin, Aydan Ersoz, Joel Bacha, Lin Hong, Agnieszka Uberman, Nguyen Thi Thanh Huyen and Khuat Thi Thu Nga. Accoring to Arif Saricoban and Esen Metin, authors of "Songs, Verse and Games for Teaching Grammar" explain how and why games work for teaching grammar in an ESL classroom. They say, "Games and problem-solving activities, which are task-based and have a purpose beyond the production of correct speech, are the examples of the most preferable communicative activities." They go on to explain that grammar games help children not only gain knowledge but be able to apply and use that learning./2, 99/ Aydan Ersoz, author of "Six Games for the ESL/EFL Classroom", also explains more reasons why games do work for teaching grammar. Learning a language requires constant effort and that can be tiring. Ersoz says games can counter this as because: • Games that are amusing and challenging are highly motivating. • Games allow meaningful use of the language in context./3, 23/ Joel Bacha, author of "Play and Affect in Language Learning", explains how this theory works.  Exposure to challenges and stimulation piques the children's natural curiosity and, in turn, promotes learning through the activity's required skills.  This is because activities that get the students to move around activate their mental capacities and stimulate neural networks, thus promoting learning and...
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