Classification
of games in teaching speaking in secondary school
A
game is a structured activity, usually undertaken for enjoyment and sometimes
used as an educational tool. Games are distinct from work, which is usually
carried out for remuneration, and from art, which is more concerned with the
expression of ideas. However, the distinction is not clear-cut, and many games
are considered work (such as professional players of spectator sports/games) or
art (such as jigsaw puzzles or games involving an artistic layout such as
Mahjong solitaire) [18; 19].
Key
components of games are goals, rules, challenge, and interaction. Games
generally involve mental or physical stimulation, and often both. Many games
help develop practical skills, serve as a form of exercise, or otherwise
perform an educational, simulation or psychological role. According to Chris
Crawford, the requirement for player interaction puts activities such as jigsaw
puzzles and solitaire "games" into the category of puzzles rather than
games.
Games
can be used at any stage of the lesson once the target language has been
introduced and explained. They serve both as a memory aid and repetition drill,
and as a chance to use language freely and as a means to an end rather than an
end in itself. They can also serve as a diagnostic tool for the teacher, who
can note areas of difficulty and take appropriate remedial action [20].
The
pedagogical value of games in language learning at all levels has been well
documented. Apart from their motivational value as an enjoyable form of
activity, they provide a context in which the language is embedded. This
context is ‘authentic’ in the sense that the games create its own world: for
the duration of the game, it replaces external reality. Games also create the
circumstances for meaningful repetition. Furthermore, the ‘same’ game can be
played many times yet never produce identical outcomes. Games also ensure that
the players interact with each other, and this interaction is usually played
out in the language.
For
younger learners games have even greater appeal. Children are curiously
paradoxical. They can be both committed to co – operation and, at the same
time, fiercely competitive. They love the security of routine and the
predictability of rules, yet they are often amazingly unpredictable and
creative. They love to have fun, yet they dedicate themselves with deadly
seriousness to the activities they engage in. It is not surprising therefore
that are so popular with children; games too involve both co – operation and
competition, rules and unpredictability, enjoyment and serious commitment [21,
7-10].
Games
are fun and children like to play them. That in itself is a strong argument for
incorporating them in the EFL classroom. Playing games is a vital and natural
part of growing up and learning. Through games children experiment, discover,
and interact with their environment. Not to include games in the classroom
would be to withhold from the children an essential tool for understanding
their world; a world, which the language teacher seeks to enlarge through the
experience of a foreign language.
Games
add variation to a lesson and increase the motivation by providing a plausible
incentive to use the target language. Remember that for many children between
four and twelve years, especially the youngest, language learning will not be
the key motivational factor. Language can provide the stimulus. The game
context makes the foreign language immediately useful to the children. It
brings the target language to life. The game makes the reasons for speaking
plausible even to reluctant children.
A
game is an activity with rules, a goal and an element of fun. There are two
kinds of games: competitive games, in which players or teams race to be the
first to reach the goal, and cooperative games, in which players or teams work
together towards a common goal.
Language
games can be divided into two further categories: linguistic games and
communicative games. In linguistic games, the goal of the game is
linguistic accuracy: in the case of these grammar games, using the correct
grammatical forms. Communicative games have a goal or aim that is not
linguistic: successful completion of the game involves carrying out a task such
as exchanging information, filling in a picture or chart, or finding two
matching cards, rather than the correct production of language. However, in
order to carry out this task it will be necessary to use language and, by
careful construction of the task, it is possible to specify in advance what
language will be required.
Language
games are fun. However, all activities in a secondary classroom should be.
Games are also task based: English is a tool for the children to reach a goal,
which is not directly language related. Craft activities in the target language
are also an example of this, as are songs. However, that does not make them
games. A stricter definition is necessary for the purpose of a language games
book.
Language
games are a healthy challenge to a child’s analytical thought. The rules of the
game set clear limits within which the children’s natural decision – making
processes must function. With beginners, some games can resemble ‘fun’ drills,
with the decision-making reduced to substitution of a single word in a phrase.
However, even in such cases, children are required to make individual choices
based on specific language criteria, which form part of the rules of the game.
The key to a successful language game is that these rules are clear and the
ultimate goal is well defined. Of course, the game must be fun, whether played
in English or the children’s mother tongue.
There
are many views in the case of differentiation the communicative games. In our
research paper, we have decided to show the importance of using phonic,
lexical, role-playing games in Learning Communication through games in
secondary school.
2.1
Phonetic games
Choosing
appropriate games. There are many factors to consider while discussing games,
one of which is appropriacy. Teachers should be very careful about choosing
games if they make them profitable for the learning process. If games are to
bring desired results, they must correspond to either student’s level, or age,
or to the material that is to be introduced or practiced. Not all games are
appropriate for all students irrespective of their age. Different age groups
require various topics, materials, and modes of games. For example, children
benefit most from games, which require moving around, imitating a model,
competing between groups and the like. Furthermore, structural games that prior
knowledge. Games become difficult when the task or the topic is unsuitable or
outside the student’s experience. Another factor influencing to the choice of a
game is its length and the time necessary for its completion. Many games have a
time limit, but according to Siek-Piscozub, the teacher can either allocate
more or less time depending on the student’s level, the number of people in a
group, or the knowledge of the rules of a game etc. [22-23].
Rogova
distinguishes the various types of games. She divided the language games into
phonetic, orthographical, lexical and games for the work with alphabet.
Language games intend for forming the pronouncing, lexical and grammatical
skills and for practicing the usage target language in preparatory, precommunicative
stages of mastering the foreign language.
Phonetic
games.
The
main purpose of phonetic games - staged (correction)
pronunciation, practice in pronunciation of sounds in words, phrases,
practicing intonation. They are used regularly, mostly at the initial stage of
learning a foreign language (water-remedial course) as an illustration and
exercises to practice the most difficult to pronounce sounds and intonations.
As we move, forward phonetic games are implemented at the level of words, sentences,
Rhymes, tongue twisters, poems and songs. Students in the classroom can use the
experience gained in games of this type in the future in a foreign language.
1. I
hear – I do not hear. The aim: to form the skills of phonemic
hearing.
The
course of game: the learners divide into groups. The teacher pronounces a word.
If he or she names the word, which has long vowel sound or …, learners raise
the left hands. If there are also consonant sounds or ... in the word, the
learners raise two hands. Teacher writes the mistakes on the blackboard. The
team, which made fewer mistakes, will win.
2. True
or false. The aim: to form right, quick skills for distortion
of the phonemic hearing.
The
course of game: teacher names the words or the words in the sentences, in
phrases. Learners raise their hands when teacher reads the emphasis sounds in
sound patterns. Then teacher asks learners to read definite sound patterns,
words, phrases and sentences. If learner reads right, others raise their hands
with green cards, if it is wrong – with red cards. The team that after counting
the points will evaluate correctly the presence and absence of mistakes will
win.
3. Which
word sounds? The aim: forming the skills of
determining adequate sound – letter correspondence.
The
course of game: the learners are given 10 – 20 words. The teacher begins to
read the word with definite speed in voluntary sequence. The learners will do
the following actions:
1. To
find the words in the list which teacher pronounces and put ordinal numbers
near the words.
2. To
click only those words which teacher reads.
3. To
write down aurally the words, which are not in list, and try to find them in
dictionaries, if learner does not know them, he must extract, and find any
orthographical mistakes.
2.2.
Lexical games
Lexical
games have focused students' attention solely on the lexical material and are
designed to assist them in acquiring and expanding vocabulary, and to work to
illustrate the use of words in communication situations. There are different
types of vocabulary games [22-23].
1. The
numerals. The aim: to consolidate the cardinal and ordinal
numbers.
The
course of the game: teacher divides pupils into two teams. She or he names
cardinal or ordinal numbers. The first team must name the previous and the
second one – the following (according to the cardinal or ordinal numbers). The
team will get the penal points for every mistake. The team, which gets the less
penal points, will win.
2. Adding
the pictures. The aim: activation the vocabulary of
learned theme, development the skills of dialogical speech.
The
course of the game: the participants are divided into the pairs. Every pair is
given the pictures with the cards of cues. With the help of these cards, pupils
must add the pictures. The pair, which will prepare the dialogue first and add
it correctly, will win.
3. Teakettle.
(English game) The aim: to form and develop the
contextual guess.
The
course of the game: the leader goes out the room. At this time pupils must
choose several homonyms and think the sentence. When leader enters the room,
pupils pronounce the sentence one by one, which includes the word “teakettle”
in place of homonyms.
For
example: I said good teakettle when I went to the little store teakettle the
bank to teakettle some meat. The word “teakettle” must be replaced by “bye, by,
buy”. The leader must find out the meaning of the phrase: I said good-bye when
I went to the little store by the bank to buy some meat.
4. Battle Ships - A
Vocabulary Game
Preparation:
Divide
the students in to groups of four or five. Then ask the student to make the
name for their ships for example with the names of animals, cities, movie stars
or let them find their own favourite names. Them to choose the Captain and the
Shooter. The captain's duty is to memorize his ship's name, so he can reply if
somebody call his ship's name. The shooter's duty is to memorize the names of
the ships of 'their enemies', so he can shoot them by calling their ship's
name.
Activity:
Arrange
all the captains in a circle, the ships' crews must line up behind their
captains. The shooter is the last crewmember in line. Teacher must decide a
lexical area of vocabulary; this vocabulary will be used to defend their ships
from the attacks. Every students (except the shooters) must find their own
words. The lexical area for example, "Four Legged Animals". Give the
students 1-2 minutes to find as many possible words as they can and memorize
them. The game by calling a ship's name, for example the ship name is "THE
CALIFORNIAN". The captain of THE CALIFORNIAN must reply with a word from
the lexical area given, for example he says "TIGER" followed by his
crews behind him one by one, "COW"; "SHEEP" until it is the
shooter turns and he calls out the name of another ship and the captain of the
ship called must reply and his crews must do the same thing. No word can be
repeated. The captain is late to reply (more than 2 seconds) or his crew can
not say the words or a word repeated or the shooter shoots the wrong ship (his
own ship or the ship that has already been sunk) the ship is sunk, and the crew
members can join the crew of another ship. Teacher can change the lexical area
for the next round. The last round there will be two big groups battling to be
the winner.
2.3
Role – playing games.
Role
– play games can be seen as simple, guided drama activities. The language input
can be quite rigidly prescribed or very open depending on the language level,
curiosity, and confidence of class. Role-plays stimulate a child’s imagination
and are tests of true communication.
There
are different types of games holds a special place role-playing game. You know,
of great importance in the educational process is learning motivation. It helps
to enhance the thinking is of interest to a particular kind of occupation, to
perform a particular exercise. Strongest motivating factor is the training
methods that satisfy the need for students to study material novelty and
variety of the exercises. Using a variety of teaching techniques helps to
perpetuate the memory of linguistic phenomena, creating more stable visual and
auditory images, maintaining interest and activity of students.
The
lesson of foreign language is seen as a social phenomenon, where the classroom
- a particular social environment in which teachers and students enter into
definite social relations with each other, where the learning process - the
interaction of all present.
The
success in training - is the result of collective use of all opportunities for
learning. In addition, students should make a significant contribution to this
process. Ample opportunities to revamp the educational process is the use of
role-playing games. Role-play - methodological procedure relating to a group of
active methods of teaching practical language skills. Playing is a contingent
of actors playing real practical activity, creates conditions for real
communication. The effectiveness of training is due primarily to an explosion
of motivation, increased interest in the subject. Play motivates speech
activity, as students find themselves in a situation where the need is updated
to say anything, ask to find out to prove something to share with someone clearly
convinced that the language can be used as a means of communication game will
intensify the desire to contact the guys with each other and the teacher creates
the conditions of equality in the speech partnership breaks the traditional
barrier between teacher and student game allows a timid, diffident students to
speak and thus to overcome the barrier of uncertainty. In the usual discussion
students, leaders tend to seize the initiative, and the timid prefer to remain
silent. In the role-play, each gets a role and must be an active partner in
speech communication games. Pupils master the elements of communication such as
the ability to start a conversation, keep it, to suspend the interlocutor at
the right moment to agree with his opinion or disprove it, specifically the
ability to listen to the interlocutor, to ask clarifying questions, etc. playing
teaches to be sensitive to the social use of language. A good conversationalist
is often not the one who enjoys the best structures, and those who can most
clearly recognize (interpret) the situation in which there are partners, to
consider the information that is already known (from the situation, experience)
and choose the linguistic resources that will be most effective for
communication all the training time devoted to role-play voice for the practice
is not only talking but also listening to the most active, as it is to
understand and remember the replica partner, correlate it with the situation,
determine how relevant the situation and the problem of communication and
properly respond to the cue have a positive effect on the formation of
students' cognitive interests, contribute to the conscious development of a
foreign language. They contribute to the development of qualities such as
independence, initiative, foster a sense of collectivism. Students actively,
enthusiastically working to help each other listen carefully to their comrades,
but the teacher manages the educational activity
Basic requirements for the role-playing games:
1.
The game should stimulate motivation to exercise, to cause the student interest
and desire to do the job well; it should be based on the situation adequately
the real situation of communication.
2.
Role-playing game should be well prepared in terms of both content and form,
clearly organized. It is important that the students were convinced of the need
to perform well a certain role. Only under this condition, their speech is
natural and convincing.
3.
Role-playing should be taken as a group.
4.
It certainly is conducted in a friendly, creative atmosphere, causes the
pupils a sense of satisfaction and joy. The freer the student feels in a
role-play, the more initiative, he will be in communication. Over time, he will
feel confident in their abilities, that he may fulfill different roles.
5.
The game is organized so that students can active verbal communication to
maximize the use of piloted language material.
6.
The teacher will certainly believe in the role mothers play in their
effectiveness. Only under this condition, it can achieve good results.
7.
Greater significance is the ability to teachers to make contact with the
children. Creating a supportive, friendly atmosphere in class - a very
important factor, whose value cannot be overestimated the game, the teacher
sometimes takes some role, but did not start that game does not become a
traditional form of work under his leadership. It is desirable that the social
status of this role would have helped him gently to direct verbal communication
in the group; the teacher takes a role only in the beginning, when students
have not mastered this kind of work. In the future there will be no need for
this the game strong help the weak students. The teacher also manages the
process of communication: it is suitable to one, then another student who needs
help, makes the necessary adjustments to the job the game, the teacher does not
correct the error, but only for the students quietly write them to the next
lesson to discuss the most common playing can be used as the initial stage of
learning, and the advanced studies show that during the period from the fourth
to tenth grade, when carried out to study a foreign language, students develop
through several stages of age. It is also noted that the most important changes
in the mental characteristics of the individual at this stage of its
development due to the dominant activity, characteristic of this stage. Primary
school age, which starts learning a foreign language, not only precedes the
earlier, pre-school age period, but also an older form of the dominant
activity. This early form of the dominant activity is the role-playing game. In
the early school years, i.e. seven - eleven years old, the dominant activity is
teaching transition from one activity to another lead is in the form of
interaction between old and new ways of behavior. Earlier-formed personality
traits persist in a period when there are active and formed new personal
property, and during the most recent full development are prerequisites for the
emergence of personality traits corresponding to the transition to new
leadership of the age and the next step. The game as a form of reflection
leading activity may correspond to the achieved age, to return to earlier forms
of behavior, ahead of the appropriate age and contribute to the preparation
stage for a new leading activity. These and other theoretical situation is
still not used to the proper organization of educational role-playing game in
the foreign language lessons in the secondary school. [25-26]
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