Using Games in the Language Classroom

Nonfiction, Reference & Language, Study Aids, ESL, Foreign Languages
Cover of the book Using Games in the Language Classroom by Adam Simpson, Adam Simpson
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Author: Adam Simpson ISBN: 9781310144615
Publisher: Adam Simpson Publication: March 13, 2015
Imprint: Smashwords Edition Language: English
Author: Adam Simpson
ISBN: 9781310144615
Publisher: Adam Simpson
Publication: March 13, 2015
Imprint: Smashwords Edition
Language: English

The justification for using games in the classroom has been well demonstrated as benefiting students in a variety of ways. These benefits range from cognitive aspects of language learning to more co-operative group dynamics. The benefits are as follows:

Affective:

- games lower the affective filter
- they encourage creative and spontaneous use of language
- they also promote communicative competence
- games are both motivating and fun

Cognitive:

- games reinforce learning
- they both review and extend learning
- games focus on grammar in a communicative manner

Class Dynamics:

- games are extremely student centered
- the teacher acts only as facilitator
- games build class cohesion
- they can foster whole class participation
- games promote healthy competition

Adaptability:

- games can be easily adjusted for age, level, and interests
- they utilize all four skills
- games require minimum preparation after the initial development stage

You can successfully use games in many ways, such as for a quick review, after material has been covered or as a cool-down activity at the end of a lesson to practice what has been covered (as well as to inject an element of fun). You could also use a game to practice specific new language in groups or pairs for a limited time, as a short introduction to new vocabulary or a concept, as a prompt for writing work, even as a link into a new part of the lesson. Games may even be used merely to change the pace of a lesson.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

The justification for using games in the classroom has been well demonstrated as benefiting students in a variety of ways. These benefits range from cognitive aspects of language learning to more co-operative group dynamics. The benefits are as follows:

Affective:

- games lower the affective filter
- they encourage creative and spontaneous use of language
- they also promote communicative competence
- games are both motivating and fun

Cognitive:

- games reinforce learning
- they both review and extend learning
- games focus on grammar in a communicative manner

Class Dynamics:

- games are extremely student centered
- the teacher acts only as facilitator
- games build class cohesion
- they can foster whole class participation
- games promote healthy competition

Adaptability:

- games can be easily adjusted for age, level, and interests
- they utilize all four skills
- games require minimum preparation after the initial development stage

You can successfully use games in many ways, such as for a quick review, after material has been covered or as a cool-down activity at the end of a lesson to practice what has been covered (as well as to inject an element of fun). You could also use a game to practice specific new language in groups or pairs for a limited time, as a short introduction to new vocabulary or a concept, as a prompt for writing work, even as a link into a new part of the lesson. Games may even be used merely to change the pace of a lesson.

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