Using Games in Teaching Grammar
PLAN
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
Topicality 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
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
Topicality 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
Bibliography: 4. Joel Bacha. "Play and Affect in Language Learning. Granada, London (1972) 5. Horwitz E.K., Horwitz, M.B., and Cope, J.A 12. Wright A. Games for Language Learning. Cambridge University Press, 1984. 13. Wilga M. Rivers, Mary S. Temperley. A practical guide to the teaching of English as a second language. - Cambridge, 1978. 14. Yin Yong Mei and Jang Yu-jing. 'Using Games in an EFL Class for Children ' Daejin University ELT Research Paper. Fall, 2000.