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Have Some Fun!The challenge of learning a second language is by no means an easy one. It often takes years of work, often coupled with bouts of de-motivation and frustration. One way a teacher can help a student maintain their motivation for learning a language is by keeping their classes interesting (as discussed with Theo in my Motivation & Goals mini-lecture). And one sure-fire way of making a class more interesting, and more fun, is by playing an age and level appropriate game.
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What constitutes a game?
A game, as defined by Jill Hadfield (1990), is an activity with “rules, a goal and an element of fun” (p. v), and if employed correctly, are great tools for encouraging language use in class. Hadfield notes that "games provide as much concentrated practice as a traditional drill and more importantly, they provide an opportunity for real communication, albeit within artificially defined limits, and thus constitute a bridge between classroom and the real word" (Hadfield, 1990, p. v).
What are the benefits of games?
According to McCallum (1980) games can: focus students’ attention on specific structures, function as reinforcement activities, be used for review and enrichment, allow all students to participate, can be applied to all language skill areas (speaking, reading, writing, and listening), provide the teacher with immediate feedback (and a great feedback loop), and can result in increased levels of student participation.
Aside from the aforementioned pedagogical gains, games are also great tools for defusing in-class tension, forming bonds between students, and helping students to relieve class related stress. In addition, if implemented correctly, games are a great form of task-based learning.
How do I choose an appropriate game?
Great question – thanks for asking. When selecting which games to use I believe teachers should not only consider the students’ level, but should also consider the purpose or aims of the game. I would also suggest that teachers need to consider the classroom environment (e.g. location, risk factors, and materials available etc.) as well as the characteristics of the students involved (e.g. age of the students, are the students serious-minded or light-hearted, are they tired or wide awake etc.?)
I believe it is really important for teachers to consider whether the game or activity is being used to make the lesson more fun or enjoyable (i.e. to prevent boredom), or if is it being used for pedagogical purposes (e.g. to introduce, revise, or practice a specific element of grammar or lexis etc.). If it is the former, then I suggest games could be used as a reward or to relieve student boredom – but still have a language usage/learning focus. If it is the latter, then the game should contain an element (possibly a large element) of fun.
I believe that as long as the game has a language focus then it can be employed to make a class more enjoyable and more effective – assuming that you have chosen the right game for these dual purposes.
Instruction matters!
In terms of instruction, it is important to remember that instruction takes time. If there is limited time remaining in a given class, then maybe it is best to play a game that the students are already familiar with. If, however, you wish to introduce a new game it probably wise to introduce the game earlier on in the lesson to allow sufficient time for students to get a handle on it. No one likes to finally understand a game only to be told that there is no time to play it (been there, done that – not fun).
Josh’s Gaming Tips!
When all is said and done, I think the keys to successfully implementing a language game are:
1. Organise or plan the game before class: Remember that failing to prepare is preparing to fail.
2. Make the goal of the game clear: Both the learning goal and the objective of the game (i.e. how to win or complete the game) should be revealed to the students
3. Ensure the rules are clear: Use comprehension checking questions to ensure your students know the rules and objectives.
4. If playing in teams: Make sure the teams are even (not just in numbers, but also in skill levels).
5. If working with children: Try to you show children (and adults) how AWESOME the game is - this might help them become more enthusiastic about playing it.
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6. Set an end point for the game: Students need to know when or how the game ends (e.g. 5 minutes/10 minutes/until someone wins etc.) so they can mentally prepare themselves.
In closing I would like to reiterate that although the main goal of incorporating games into a lesson should be to help students develop their language skills, in some cases a game for a game’s sake can be an effective way of ensuring students, especially children, enjoy a class. I believe if a student enjoys a class then they will be more likely to return.
Game On!
Note: If you would like to collaborate with me on a video highlighting some of your most reliable and effective games and/or activities – then contact me here. I would love to hear from you.
A game, as defined by Jill Hadfield (1990), is an activity with “rules, a goal and an element of fun” (p. v), and if employed correctly, are great tools for encouraging language use in class. Hadfield notes that "games provide as much concentrated practice as a traditional drill and more importantly, they provide an opportunity for real communication, albeit within artificially defined limits, and thus constitute a bridge between classroom and the real word" (Hadfield, 1990, p. v).
What are the benefits of games?
According to McCallum (1980) games can: focus students’ attention on specific structures, function as reinforcement activities, be used for review and enrichment, allow all students to participate, can be applied to all language skill areas (speaking, reading, writing, and listening), provide the teacher with immediate feedback (and a great feedback loop), and can result in increased levels of student participation.
Aside from the aforementioned pedagogical gains, games are also great tools for defusing in-class tension, forming bonds between students, and helping students to relieve class related stress. In addition, if implemented correctly, games are a great form of task-based learning.
How do I choose an appropriate game?
Great question – thanks for asking. When selecting which games to use I believe teachers should not only consider the students’ level, but should also consider the purpose or aims of the game. I would also suggest that teachers need to consider the classroom environment (e.g. location, risk factors, and materials available etc.) as well as the characteristics of the students involved (e.g. age of the students, are the students serious-minded or light-hearted, are they tired or wide awake etc.?)
I believe it is really important for teachers to consider whether the game or activity is being used to make the lesson more fun or enjoyable (i.e. to prevent boredom), or if is it being used for pedagogical purposes (e.g. to introduce, revise, or practice a specific element of grammar or lexis etc.). If it is the former, then I suggest games could be used as a reward or to relieve student boredom – but still have a language usage/learning focus. If it is the latter, then the game should contain an element (possibly a large element) of fun.
I believe that as long as the game has a language focus then it can be employed to make a class more enjoyable and more effective – assuming that you have chosen the right game for these dual purposes.
Instruction matters!
In terms of instruction, it is important to remember that instruction takes time. If there is limited time remaining in a given class, then maybe it is best to play a game that the students are already familiar with. If, however, you wish to introduce a new game it probably wise to introduce the game earlier on in the lesson to allow sufficient time for students to get a handle on it. No one likes to finally understand a game only to be told that there is no time to play it (been there, done that – not fun).
Josh’s Gaming Tips!
When all is said and done, I think the keys to successfully implementing a language game are:
1. Organise or plan the game before class: Remember that failing to prepare is preparing to fail.
2. Make the goal of the game clear: Both the learning goal and the objective of the game (i.e. how to win or complete the game) should be revealed to the students
3. Ensure the rules are clear: Use comprehension checking questions to ensure your students know the rules and objectives.
4. If playing in teams: Make sure the teams are even (not just in numbers, but also in skill levels).
5. If working with children: Try to you show children (and adults) how AWESOME the game is - this might help them become more enthusiastic about playing it.
:
6. Set an end point for the game: Students need to know when or how the game ends (e.g. 5 minutes/10 minutes/until someone wins etc.) so they can mentally prepare themselves.
In closing I would like to reiterate that although the main goal of incorporating games into a lesson should be to help students develop their language skills, in some cases a game for a game’s sake can be an effective way of ensuring students, especially children, enjoy a class. I believe if a student enjoys a class then they will be more likely to return.
Game On!
Note: If you would like to collaborate with me on a video highlighting some of your most reliable and effective games and/or activities – then contact me here. I would love to hear from you.
References and further reading
Carrier, M. (1980). Take 5: Games and Activities for the Language Learner, UK: Nelson Harrap.
Dörnyei. Z., & Csizér. K. (1998). Ten commandments for motivating language learners: results of an empirical study. Language Teaching Research 2,3; pp. 203–229
Hadfield, J. (1990). A Collection of Games and Activities for Low to Mid-Intermediate students of English. Intermediate Communication Games. Hong Kong: Thomus and Nelson and Nelson and Sons Ltd.
Khan, J. (1996). Using games in teaching English to young learners. In (eds) Brumfit, C, Teaching English to Children. From Practice to Principle England: Longman.
McCallum, G. P. (1980). 101 word games: For students of English as a second or foreign language. Oxford: Oxford University Press.
Schultz, M. and A. Fisher. 1988. Interacting in the Language Classroom. Games for All Reasons . Massachusetts: Addison-Wesley Publishing Company.
Yolageldili, G., & Arikan, A. (2011). Effectiveness of Using Games in Teaching Grammar to Young Learners. Online Submission, 10(1), 219-229
Carrier, M. (1980). Take 5: Games and Activities for the Language Learner, UK: Nelson Harrap.
Dörnyei. Z., & Csizér. K. (1998). Ten commandments for motivating language learners: results of an empirical study. Language Teaching Research 2,3; pp. 203–229
Hadfield, J. (1990). A Collection of Games and Activities for Low to Mid-Intermediate students of English. Intermediate Communication Games. Hong Kong: Thomus and Nelson and Nelson and Sons Ltd.
Khan, J. (1996). Using games in teaching English to young learners. In (eds) Brumfit, C, Teaching English to Children. From Practice to Principle England: Longman.
McCallum, G. P. (1980). 101 word games: For students of English as a second or foreign language. Oxford: Oxford University Press.
Schultz, M. and A. Fisher. 1988. Interacting in the Language Classroom. Games for All Reasons . Massachusetts: Addison-Wesley Publishing Company.
Yolageldili, G., & Arikan, A. (2011). Effectiveness of Using Games in Teaching Grammar to Young Learners. Online Submission, 10(1), 219-229