Games in the classroom

Wikipedia(1) defines ‘game’ as a structured activity undertaken for enjoyment and sometimes used as an educational tool. In this paper I am going to look at the use of games in the classroom as an educational tool. I will look at why we might want to use games and some of the advantages, how to use games and when to use them and finally a few tips to consider when playing games.

Why use games?

There are many advantages to using games in the classroom while ESL Teaching and a lot of research has also been done in this area. It is important here just to mention those who learn. Students can come from all different backgrounds from young and old and each will also have different motivation for learning. Whatever the reason they are in the classroom it is our job as a teacher I believe to cultivate a climate where maximum learning can take place. It is important that the teacher gathers as much information about the learner so that effective planning can then take place and appropriate games then can be selected. (Wright, Betteridge and Buckly 1984)(2) believe language learning can be hard work, it takes effort and that games help and encourage many learners to sustain their interests and work. (Ersoz)(3) also agrees with this that learning a language requires constant effort and can be tiring, so games offer a distraction he outlines two reasons why games should be played in the classroom; firstly that game’s are amusing and challenging are highly motivating and secondly games allow meaningful use of language content. The Hindu online newspaper in an article looking at ‘achieving communicative competence in English’ believes that games are good because they involve active participation and that games can help students in productive skills (speaking and writing) and in receptive skills (listening and reading). As well as enthusiasm (Jane Rauschenberg)(6) believes games are good for recruitment, retention, keeping student’s enthusiasm high. Learning another language difficult but a game everyone likes to play. So a teacher can use a game to teach a daunting topic like grammar. A good grammar game can help children not only gain knowledge but be able to apply and use that learning. (Saricoban and Metin 2000)(7) authors of ‘Songs, verse and games for teaching grammar’.

In summary (Robert J. Marzano)(9) who has been involved in research on using games in the classroom, has found that studies showed that using games to teach has led to a 20 percentile gain in student achievement.

When and how to use games.

Choosing the right game is crucial. (Ayden Ersoz)(3) say’s that well chosen games are invaluable as they can give students a break and at the same time allow students to practice language skills. Games are highly motivating since they are amusing and at the same time challenging. (Rauschenberg 2005) (6) believes

there are many different stages when to use games, during the engage, or review or just to help students relax when you have finished a major assessment.

Make sure there is a reason for playing. Make sure there is an objective a purpose for playing. It is important to consider what do you want students to achieve by playing. Teaching time is precious so it is important that you use all your time in classroom wisely. So selecting an appropriate game is important.

(Hon Lin)(8) suggests thinking about the following questions when selecting a game

1.      Which skills do the games practice?

2.      What type of game is it and what is its purpose?

3.      Does the game require maximum involvement by the students?

4.      Do the students like it?

Tips for using Games in the classroom.

I personally think and from my own experience think that the use of games in the classroom are an amazing educational tool if used correctly. I would like to recommend some tips to consider before playing games. These points will help you maximize learning through the use of games in your classroom. (These are not in any order) There are so many tips but these are just a few.

1. Think about the objective of the game. What is your reason for playing? What will your students benefit from playing.

2. Is the game fun? Is it relevant to the age group you are teaching.

3. Make sure game involves all students. Maybe think about dividing your group into smaller groups so that all can be involved.

4. Think about time. (Do you have enough time to play the game, explain the game and then follow up. In (Marzono’s)(9) research they found the most successful games were ones with follow up after)

5. What equipment do you need? What resources do you need to use?

6. Give simple clear instructions. If the game is a competition do not start until all are ready and understand what they have to do.

7. Do you have space in your classroom. Does the game involve moving round or working at tables. If you need students to move around or carry equipment think about Health and safety.

7. Be creative and think about different ways you can adapt a game to your target group.

8. Monitor the game. If you need to stop the game or give more instructions or adapt the game then do not be afraid of jumping in if needed. You want the students to get the most of the game.

9. Think about reward. What is the incentive for playing the game?

Problems for Learners in China

One of the major problems that ESL teachers have is the transference of the students native grammar rules to English. Many students, if they don't know the rule of English will automatically fall back to the rule of their first language. The result is a poor form of English, sometimes referred to as "Chinglish".

One of the areas that this is commonly noticed, is in Chinese they don't have to worry about gender except when writing. In English we use the pronouns "he" and "she", "him" and "her" to distinguish who we are talking about in a conversation, whereas in Mandarin it is not as important to keep track of the gender. The result is, if this part of English speech is not clearly understood, even intermediate students can get mixed up with which pronoun to use in a sentence. This can make even well enunciated speech hard to follow.

The complexity of the English language is probably partly to blame for the difficulty faced by many Chinese learners of English. This may be exacerbated in that many teachers find it difficult to teach the rules of English when there are so many exceptions to them. Many native speakers of English know how to speak English well, without being able to explain the rules of grammar easily. To them it just "sounds right that particular way".

Another problem can be phonology. Most aspects of the English phonological system cause difficulties for Chinese learners. Some English phonemes do not exist in Chinese; stress and intonation patterns are different. Unlike English, Chinese is a tonal language. So whereas in English, changes in pitch are used to emphasize or express emotion, in Chinese it changes the meaning of the word.

Another problem Chinese learners face is finding it difficult to hear the difference between l and r , and sometimes "l and n" and may mispronounce words like "river" to "liver". Although this may be humorous to native English speakers, it can be a source of frustration and a roadblock to good communication for the Chinese student.

Alphabet also raises a hurdle. The Chinese language does not use an alphabet but uses a logographic system for its written language. Each character represents a particular meaning, unlike English where words are made up of individual letters with no meaning, but are sounds. Because of this fundamental difference, Chinese learners may have great difficulty reading English texts and spelling words correctly.

Phrasal verbs can also cause problems because English has a number of short verbs that very commonly combine with particles (adverbs or prepositions) to form expressions such as "take on", "give in", "make do with" and "look up to". This kind of lexical feature does not exist in Chinese. So Chinese learners may find it hard to comprehend these when they come across them in written texts and spoken speech. One way we may be able to make it easier for the Chinese learner is to explain they work in a similar way to their 4 character idioms. In the Chinese language, 4 characters can make up an expression that is a based on a short story. This adds meaning and depth to the spoken and written language. In the same way, these English phrasal verbs mean more than the individual meaning of each word; they combine to add extra meaning.

Although the problems teaching English may be varied, a resourceful TESOL teacher can use knowledge of the students' native tongue to be able to teach in an effective way. Knowledge of these problems could address potential roadblocks to the students language acquisition, and give them the best possible outcome.