The number of language games and ideas for games available nowadays is infinite, so teachers have a lot to choose from, but how? To pick out methods should be used in order to decide which games should be used and are most suitable for their students, many factors must be taken into account.
As said by Carrier (1990) educators must think about the level of the game that would be appropriate their students' language level, as well as making sure it fits the purposes of the content and taking in to consideration the traits of the students, such as age and motivation for learning. Also when a game is used is something to focus on, for example is the class in the morning or afternoon, whether it is the beginning of the week or Friday.
Sometimes …show more content…
Besides, evoking enthusiasm, lower levels of stress, chances for communicating, games are considered effective learning aids for they initiate motivation and students become captivated in the competitive features of the games; thus, they attempt more than in other form. Obviously while playing, students are attempting to beat other teams for themselves or their team. They are so excited while playing and interested in having a turn to play, gain points and to win, for these reasons you can expect full classroom participation, making it easier to for a teacher to present new ideas, grammar, vocabulary, etc. It can be clearly seen that games can grasp learners' concentration and involvement. They inspire the students to have the desire to learn even more. Additionally, games transform a dull class into a stimulating and exciting …show more content…
Within conventional teaching methods, there is usually feeling pressure to acquire the target language, in this case English. According to Schultz (1988), stress is the main interference in the language learning process. The conventional language learning methods are commonly time consuming and induce stress which interferes with student concentration and competence, thus weakening enthusiasm for learning. For this reasons, games exist for learners to forget that they are in school and learn in a relaxing and more beneficial way.
There may be much pressure in the EFL classroom since students are faced with new or unfamiliar grammatical structures, vocabulary, and literature. This can cause a feeling of insecurity which commonly affects a person’s ability to learn. Games can lower anxiety, make learners feel relaxed, and desire to learn more. Since students know that they are playing and want to talk competently, focus is not put on avoiding mistakes and correcting every single sentence they form. This feeling of freedom and comfort tends to improve fluency and English
As said by Carrier (1990) educators must think about the level of the game that would be appropriate their students' language level, as well as making sure it fits the purposes of the content and taking in to consideration the traits of the students, such as age and motivation for learning. Also when a game is used is something to focus on, for example is the class in the morning or afternoon, whether it is the beginning of the week or Friday.
Sometimes …show more content…
Besides, evoking enthusiasm, lower levels of stress, chances for communicating, games are considered effective learning aids for they initiate motivation and students become captivated in the competitive features of the games; thus, they attempt more than in other form. Obviously while playing, students are attempting to beat other teams for themselves or their team. They are so excited while playing and interested in having a turn to play, gain points and to win, for these reasons you can expect full classroom participation, making it easier to for a teacher to present new ideas, grammar, vocabulary, etc. It can be clearly seen that games can grasp learners' concentration and involvement. They inspire the students to have the desire to learn even more. Additionally, games transform a dull class into a stimulating and exciting …show more content…
Within conventional teaching methods, there is usually feeling pressure to acquire the target language, in this case English. According to Schultz (1988), stress is the main interference in the language learning process. The conventional language learning methods are commonly time consuming and induce stress which interferes with student concentration and competence, thus weakening enthusiasm for learning. For this reasons, games exist for learners to forget that they are in school and learn in a relaxing and more beneficial way.
There may be much pressure in the EFL classroom since students are faced with new or unfamiliar grammatical structures, vocabulary, and literature. This can cause a feeling of insecurity which commonly affects a person’s ability to learn. Games can lower anxiety, make learners feel relaxed, and desire to learn more. Since students know that they are playing and want to talk competently, focus is not put on avoiding mistakes and correcting every single sentence they form. This feeling of freedom and comfort tends to improve fluency and English