Using games in the language classroom
Simpson, Adam John (2015) Using games in the language classroom. Smashwords, Smashwords E-Book (Published Online). ISBN 9781310144615
Official URL: https://www.smashwords.com/books/view/527354
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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