Using games in teaching English

There goes a common perception that all learning should be serious and solemn in nature and that if one is having fun and there is hilarity and laughter, then it is not really learning. Almost all the guardians, school authorities and even many teachers strongly hold this opinion. Hence, they don’t want the teachers to sue any game in the classroom particularly in the language class. They think it to be the wastage of time in the class. But nowadays language specialists, researchers and textbook writers opine that using games in the language class is one of the most essential and effective tools to teach language. Though playing games it is possible to learn and teach a language as well as enjoy oneself at the same time. One of the best ways to do this is through games. Language learning is a hard task which can sometimes be frustrating. Constant effort is required to understand, produce and manipulate the target language. Well-chosen games are invaluable as they 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. Furthermore, they employ meaningful and useful language in real contexts. Games are highly motivating because they are amusing and interesting. They can be used to give practice in all language skills and be used to practice many types of communication. Language learning is really a difficult task, 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.
Many experienced textbook and methodology manuals writers have argued that games are not just time-filing activities but a have a great education value. W.R. Lee holds that most language games make learners use the language instead of thinking about learning the correct forms (19179:2). He also says that games should be treated as central not peripheral to the foreign language teaching programme. A similar opinion is expressed by Rchard 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. They are highly motivating and entertaining, and they can give shy students more opportunity to express their opinions and feelings. They normally don’t want to express themselves. But through games their hidden potential can be discovered and they feel encouraged and secure to tell their opinions. Games 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,’ they to introduce new ideas. In an easy, relaxed atmosphere which is created by using games, students’ member things faster and better. So, using games seems to be a good medicine teaches a language in a friendly atmosphere.
Games encourage, entertain, teach, and promote fluency. If not for many of these reasons, they should be used just because they help students see beauty in a foreign language and not just problems that at times seem overwhelming. It’s a very important thing that learners think English to be a very boring subject. It is full of problems. When games are introduced, they definitely dispel these notions from their minds and will prepare to learn it through fun and interest. Games ought to be at the heart of teaching foreign languages. Rixon suggests that games be used at all stages of the lesson, provided that they are suitable and carefully chosen. Games have been shown to have advantages and effectiveness in learning vocabulary in various ways. First, games bring in relaxation and fun for students, thus help them learn and retain new words more easily. Second, games usually involve friendly competition and they keep learners interested. These create the motivation for learners of English to get involved and participate actively in the learning activities. Third, vocabularies games bring real world context into the classroom and enhance students’ use of English in a flexible, communicative ways.
Therefore, the role of games in teaching and learning vocabulary cannot be denied. However, in order to achieve the most from vocabulary games, it is essential that suitable games are chosen. Whenever, a game is to be conducted, the number of students, proficiency level, cultural context, timing, learning topic, and the classroom settings are factors that should be taken into account. In conclusion, learning vocabulary through game is an effective and interesting way that can be applied in any classrooms. It is suggested that games are used not only for mere fun, but more importantly, for the useful practice and review of language lessons, thus leading toward the goal of improving learners’ communicative competence. Games are fun and children like to play them. Through games children experiment, discover and interact with their environment. ‘The game context makes the foreign language immediately useful to the children. It brings the target language to life.’--- Lewis 1999.The game makes the reasons for speaking plausible even to reluctant children.
Through playing games, students can learn English the way children learn their mother tongue without being aware they are studying , thus without stress, they can learn a lot. Even, shy students can participate positively. But a game must be more than just fun, a game should involve ‘friendly’ competition, it should keep all of the students involved and interested. A game should encourage students to focus on the use of language rather than on the language itself. A game should give students a chance to learn, practice or review specific language materials. In an effort to supplement lesson plans in the English as Second Language classroom, teachers often turn to games. 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 cooperative group dynamics.

Md. Masum Billah
Programme Manager: BRAC Education Program, PACE
Cell: 01714-091431
Email: mmbillah2000@yahoo.com