"The use of Games in the Language Classroom"

Why English Language Games are essential in a teacher's toolbox

Many people think using English language games in the ESL/TEFL classroom is a trivial time-filler, but teachers experienced in using the right types of games will tell you otherwise.  English games, when used correctly, take the stress out of learning a language and help pupils succeed by learning naturally.

How Pupils Benefit From English Language Games

What people don't realize, however, is that many people have different learning styles.  Henry Gardner explains this through his theory of multiple intelligences.  Most people do not function well under the typical range of intelligence used in schools (including verbal/linguistic and logical/mathematical skills).  As reported in Learning through many kinds of intelligence, by Dee Dickenson, using games can help pupils tap into the different learning styles (or intelligences) such as visual/spatial, bodily/kinesthetic, musical, interpersonal, naturalistic and intrapersonal. When pupils have opportunities to learn using their preferred styles, they often become more successful at learning any subject.

Furthermore, as reported on FamilyEducation.com, 'Probably the most important developmental benefit is that games require children to interact and speak with each other. They have to negotiate rules, take turns and correct and challenge each other.'  This helps your pupils use and improve their thinking, problem solving, listening and speaking skills. (Taken from: Teaching English Games Magazine)

·         W. R. Lee holds that “most language games make learners use the language instead of thinking about learning the correct forms (1979:2)”.

·         Games are fun and children like to play them. Through games children experiment, discover, and interact with their environment. (Lewis, 1999)

·         * Games add variation to a lesson and increase motivation by providing a plausible incentive to use the target language. For many children between four and twelve years old, especially the youngest, language learning will not be the key motivational factor. Games can provide this stimulus. (Lewis, 1999)

·         * The game context makes the foreign language immediately useful to the children. It brings the target language to life. (Lewis, 1999)

·         * The game makes the reasons for speaking plausible even to reluctant children. (Lewis, 1999)

·         * Through playing games, students can learn English the way children learn their mother tongue without being aware they are studying; thus without stress, they can learn a lot.

·         * Even shy students can participate positively.