1. Game Based Language Teaching and Learning for Effective Second Language Learning in ELT Classes--Dr. Kandula Katyayani .R

Abstract

Students participate actively and enthusiastically in the language games. Teachers can plan the language games to enable the students learn grammar and vocabulary along with language skills. This paper presents the language games which the author had used in her teaching and her student teachers tried while teaching their students of VIII & IX class. Students worked in groups with a competitive spirit to produce more number of sentences to win the game. Group members put in efforts to produce sentences collectively. Language was learnt through their interaction. It was encouraging to witness how students work collaboratively with team spirit for winning the game.

Key Words: Language games, Classroom activity, Grammar, Vocabulary, Collaborative work.

Most students love playing language games. They participate actively and enthusiastically in pairs and groups while active language learning is taking place. As English teachers, we need to explore using the language games to make language learning enjoyable and efficient and less daunting for our learners, especially those from non-English backgrounds. A language game is defined as “A game involving the repetition or creation of words, sentences, etc., in order to facilitate the learning of a language.” (Oxford dictionary ).

Games that are used in teaching can be divided into categories in many different ways. One way of dividing educational games is by categorizing them into groups depending on their model. Ingvar Sigurgeirsson (1995) has divided games into the following categories:

“ games for dividing larger groups into smaller groups, introduction-games, group games,

physical games, scavenger hunt games, educational games, theoretical expression games,

drawing- and coloring games, educational card games, word games, story games and question

games. Another way of dividing educational games is by categorizing them into co-operative

games and competitive games. Although competitive games can be a useful way to get some

students interested and to maintain their focus, co-operative games, which revolve around

working together towards reaching a specific goal, can be an excellent way to foster the skill

of working with others. In co-operative games the emphasis is not on winning or losing, and

as a result nobody should have to suffer trauma to his or her self-confidence which could lead to better results in the learning process.”( Sigridurdogg2010, p.10).

“Lexical items and sentence structures can be taught through games such as Guessing games, Word bingo, Queen of Sheba, Describe me ” ( Girija. R & Katyayani. 2016, p.155).

This paper discusses four language games which can be played in the classroom to learn grammar and vocabulary. These language games are very simple and easy to play in the classroom. The teacher provides scaffolding by playing the roles of an organizer and facilitator. These language games involve competitive as well as collaborative work. These games can also be used for making the students practice language skills, but the author presents those which were used to teach grammar and vocabulary. She tried these with her student teachers and also made them teach through these games in their teaching during their teaching practice cum Internship to secondary school students of VIII and IX class students. These games involve group activity , providing a platform for interaction among members. The focus of these games is to make students produce sentences and not individual words to enable them be competent to use those words/ grammar structure in their daily life. Language games serve as stepping stones to improve their communication skills. Richards (1985, p. 118) defined Language game “ as an organized activity that usually has a particular task or objectives, a set of rules, competition between players, communication between players by spoken/written language.”

Game Based Language Learning is very useful to teach any aspect of language learning. Huang (1996: 1) comes to a conclusion that “learning through games could encourage the operation of certain psychological and intellectual factors which could facilitate communication heightened self-esteem, motivation and spontaneity, reinforcing learning, improving intonation and building confidence."(Nguyen, 2003 p.5) Language games can be planned and administered as per the age, intelligence and language levels of the learners. The following language games make use of collaborative skills and provide platform for interaction among members of the group. The author had observed the following positive behavior of students in these classes.

1. Students’ motivation is high.

2. Students’ involvement and participation in the game is fervent.

3. Students learn language through their interaction and collaborative work.

4. Students’ competitive spirit is aroused.

5. Students put full efforts and try to frame sentences or make word and try to win the game.

6. Students’ communication skills are improved.

7. Students learn language easily and are less inhibited while interacting.

Teaching Grammar through ‘Game Based Language Learning’: The main objective of the author was to develop the students’ confidence in framing sentences and being able to use those sentences in context.

Ur, penny(1998,p .7) suggests a general framework to teach grammar comprising four stages.

• · Presentation
• · Isolation and explanation
• · Practice
• · Test

Preparation: The author had adopted these steps and practiced as given below.

1. Presentation: Teacher needs to give examples through situationalisation to enable the students learn the concept and how it can be used in different contexts. If we are teaching Present perfect tense, examples are given through classroom situations and using pictures.

2. Substitution tables, matching tables, or jumbled words can be used to make the students practice using the grammar topic. This step is useful to the students whose level of English is low. It develops the ability to frame sentences using the grammar concept.

3. Rearranging the students in the class so that they sit in groups. The author has observed that three to four students in a group is the ideal size in the Indian classroom situations if they have to discuss and collaborate easily. They can sit in a circle if the chairs are movable or using the more frequent existing arrangement in many classrooms: three students sitting in a bench can be a group. Tickoo (2003, p. 413) provides a list for consideration by the teachers when composing groups.

• · learner preferences(e.g. friendship groups),
• · learner abilities(e.g. bright pupils in one group)
• · mixed abilities(e.g. gifted, average and below average pupils),
• · boys and girls in separate groups,
• · random groupings.

The author has made the groups based on learner preferences. The rapport among group members is better when they sit as per their preferences and collaborative work is done effectively.

Playing the Game: The following games were used successfully to enable the students learn grammar and vocabulary. Though Games 1 & 2 are given as grammar games and 3 & 4 as vocabulary games, they can be modified and used for teaching vocabulary as well as grammar. The rules of the game need to be explained before starting the game. It might be a good idea to do a quick demonstration or example to avoid having to stop midway. A stopwatch can be used for the purpose of maintaining time. Teacher can take the help of a student also for this purpose.

Grammar Games:

Game 1 (Oral) Rules: Each group is given one minute and they need to give examples (correct sentences without any mistakes) using the grammar topic in this one minute. The group gets a point only when the sentence is correct. The score of every group is counted by the teacher or any third person and written on the black board using tally marks.

Game 2 (Written) Rules: Five minutes time is given to all the groups. Group members collaborate and write examples (correct sentences without any mistakes) using the respective grammar topic / vocabulary in these five minutes. The score of every group is counted by the teacher or any third person and written on the black board using tally marks.

Winner: The group which gives more examples / sentences is the winner. Students get a score only when the sentences are grammatically correct and approved by the teacher. The group which scores more is appreciated with a big applause and rewarded by teacher in the manner she deems fit and appropriate.

The grammar structures tried by the author and her students are given below. Teachers can try with any other structures as well.

• Simple present tense
• Simple past tense· Present continuous tense
• · Present perfect tense
• · Sentences using simple past and past perfect tense
• · Sentences using simple past and past continuous tense
• · Passive voice
• · Reported speech
• · Using coordinate and subordinate conjunctions
• · Phrases
• · Clauses
• · Compound sentences
• Student’s ability to use the grammar topic in sentences develops if they are asked to give examples as sentences only and not as words. The main advantage in this method is that the students feel excited and try to frame more sentences to win the game with a competitive spirit.

Vocabulary Games:

The games which are given above can also be played to teach vocabulary. In addition to those, the following games also enrich students’ vocabulary and usage.

Game 3:

Step 1: A long word is written on the blackboard (by the teacher or student), e.g. anticipation. The students have to make use of the letters used in the long word written on the black board (for example from anticipation: ant, pit, citation, pant, pat, pint, nation, onion etc.). One minute time is given. A limit of three letter words, four letter words or five letter words can be insisted upon to make it more challenging depending upon the level of students. Every group writes as many words as possible.

Step 2: Students frame sentences making use of the words written by them.

Step 2 can be tried with higher level students and if time is available. Otherwise, the game can be stopped with Step 1. However, extension helps students develop the ability to frame sentences which helps them use the same in their daily life.

Game 4 (Last Letter Game): This game can be played when students have leisure time and for fun. Teacher gives a word. First group needs to give a word starting with the last letter of the word. The group also needs to frame a sentence using that word. The second group needs to give a word starting with the last letter of the word given by the first group as well as a sentence with that word. The group gets score if the word is spelt correctly and sentence is grammatically correct. For example: SCHOOL: I enjoy school. LEARNING: I learn new things every day.

Depending on the students’ level and mastery, this game can also be played, limiting to the production of words only. Gradually, as the level increases, students can move on to producing words as well as sentences.

Role play: Once students become proficient in vocabulary and grammar, the next period can be allotted to make the students perform a role play. Teacher can give a situation and characters. Students in groups decide their roles and perform the role play making use of the grammar structure and / or vocabulary learnt. Teacher needs to support them as director and writer as per the requirement.

The games can be modified and played according to the availability of the time and language level of the students. Games become interesting and not monotonous if teacher is creative and keeps modifying the rules and games with input from the students. The objectives of language learning are achieved here. The advantages are high motivation, fun, active participation in using the language on their own. Team spirit, competitive spirit and interest in the language are additional advantages achieved by the learners in game based teaching and learning of language.

References:

1. https://en.oxforddictionaries.com/definition/language_game on 16.09.2017

2. https://skemman.is/bitstream/1946/6467/1/Sigridurdogg2010.pdf on 10.11.2017

3. Girija, R & Katyayani, R.K. 2016. Pedagogy of English. Hyderabad: Neelkamal Publications..

4. Nguyen Thi Thanh Huyen & Khuat Thi Thu Nga.2003 Learning Vocabulary through Games: The Effectiveness of Learning Vocabulary Through Games. Asian EFL Journal. 12,Dec3^rd.

5. Richards, Jack. C. & Theodre. S. Rodgers. 2007. Approaches and Methods in Language Teaching. 2^ndedition. CUP.

6. Tickoo, M.l. 2007. Teaching and Learning English: A Sourcebook for Teacher-Trainer. Hyderabad: Orient Longman.

7. Ur, Penny. 1998. Grammar Practice Activities: a practical guide for teachers. CUP.