Marmara Elt Resources

Using Games
‘Many experienced textbook and methodology manuals writers have argued that games are not just time-filling activities but have a great educational value. W. R. Lee holds that most language games make learners use the language instead of thinking about learning the correct forms (1979:2). He also says that games should be treated as central not peripheral to the foreign language teaching programme. A similar opinion is expressed by Richard-Amato, who believes games to be fun but warns against overlooking their pedagogical value, particularly in foreign language teaching. There are many advantages of using games. “Games can lower anxiety, thus making the acquisition of input more likely” (Richard-Amato 1988:147). They are highly motivating and entertaining, and they can give shy students more opportunity to express their opinions and feelings (Hansen 1994:118). They also enable learners to acquire new experiences within a foreign language which are not always possible during a typical lesson. Furthermore, to quote Richard-Amato, they, “add diversion to the regular classroom activities,” break the ice, “[but also] they are used to introduce new ideas” (1988:147). In the easy, relaxed atmosphere which is created by using games, students remember things faster and better (Wierus and Wierus 1994:218). S. M. Silvers says many teachers are enthusiastic about using games as “a teaching device,” yet they often perceive games as mere time-fillers, “a break from the monotony of drilling” or frivolous activities. He also claims that many teachers often overlook the fact that in a relaxed atmosphere, real learning takes place, and students use the language they have been exposed to and have practised earlier (1982:29). Further support comes from Zdybiewska, who believes games to be a good way of practising language, for they provide a model of what learners will use the language for in real life in the future (1994:6).’
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Why Use Games to Teach English?
‘Language learning is hard work … Effort is required at every moment and must be maintained over a long period of time. Games help and encourage many learners to sustain their interest and work.’
‘Games also help the teacher to create contexts in which the language is useful and meaningful. The learners want to take part and in order to do so must understand what others are saying or have written, and they must speak or write in order to express their own point of view or give information.’
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Teaching in today’s EFL corporate classroom requires a “Cool Corporate English Consciousness”. Because of the great emergence of multinational companies and globalization there has been a surging demand for corporate English training all around the world (English has long ago been established as the standard language for international business). Many students attend classes out of professional necessity; they require more than just textbook work to satisfy their communicative needs. Many times textbooks have strong limitations in choosing motivating material because they have to “guess” what a student will be motivated in based on current streams of popular culture. For example, if a student has a pending business presentation (in English) in a few days, which of the following topics do you think will be more motivating for him/her?
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There are numerous coping strategies and activities that teachers can use to deal with the challenges of timing and student engagement.
Advantages of Teaching Small Classes
* Comfort: Teachers and students often feel more comfortable when the class size is smaller. Students generally feel more comfortable voicing their questions and opinions.
* Students’ needs met: Teachers can design customized lessons to meet the needs and interests of all of the class members.
* Student centred: Teaching is student centred and often more communicative than is possible in large classes. Students also have more opportunity to speak.
* Space: Students have plenty of space to move around in the classroom. Teachers can also arrange excursions (or suggest spontaneous ones) outside of the classroom where students can be exposed to real world English.
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