Using games in language teaching can help sustain learners' interest and effort over an extended period of time. Games create meaningful contexts for language use, allowing learners to understand language and express themselves in order to participate. This makes the language more vividly experienced and better remembered. Games are thus central to a teacher's repertoire rather than just occasional activities. They provide intensive, engaging practice of language skills while being fun. Effective games are chosen based on factors like class size, level, and topic to achieve learning goals while maintaining motivation.
People often talk about English as a global language or lingua franca. With more than 350 million people around the world speaking English as a first language and more than 430 million speaking it as a second language, there are English speakers in most countries around the world. Why is English so popular, though? And why has it become a global language?
Here is the answer lies in the slide.
PLEASE DO WATCH
Here we have a work about "lexical games". You'll find many useful games you can use in your classroom with your students!!
Lexical Games are very important to motivate shy students to participate in the lesson. Moreover, it is helpful to improve skills and memory.
I hope you enjoy it!!
This is a presentation a bout Educational Games.It has difinition and spicific components of educational games.Alsi it has uses in education and some examples of it.
People often talk about English as a global language or lingua franca. With more than 350 million people around the world speaking English as a first language and more than 430 million speaking it as a second language, there are English speakers in most countries around the world. Why is English so popular, though? And why has it become a global language?
Here is the answer lies in the slide.
PLEASE DO WATCH
Here we have a work about "lexical games". You'll find many useful games you can use in your classroom with your students!!
Lexical Games are very important to motivate shy students to participate in the lesson. Moreover, it is helpful to improve skills and memory.
I hope you enjoy it!!
This is a presentation a bout Educational Games.It has difinition and spicific components of educational games.Alsi it has uses in education and some examples of it.
Freedom to play using games to enhance learning and teaching #LJMUTLC16Alex Spiers
Posted to #METAT&L Conference on behalf of the author: Rosie Jones, Associate Director of Library Services, LJMU
This presentation argues that allowing time and creating inspiring spaces can be a simple and worthwhile investment. Sharing ideas that could be used in both traditional and online learning environments. It also explored how physical space can support and inspire staff to use game techniques.
Keywords
Playful Learning
Games and Learning
Learning Technology
Information Literacy
Student Engagement
This was presented at #LJMUTLC16 the conference programme is available at https://www.ljmu.ac.uk/~/media/files/ljmu/about-us/events/tandlprogramme_2016.pdf?la=en
Significance of Language Skills in the Games Industry and how to motive stude...Thomas Hulvershorn
Based on my own experiences learning English in School I was invited to give a key note presentation about the relevance of Language know how in Business and how we can motivate our students to learn another language.
Having already been invited to numerous talks in local Schools and presented to over 300 students I was happy to share my insights during a National Cross Sector Conference at Dundee University.
How do we engage students, respond to the knowledge proliferation climate, and cross boundaries impeding theory-research-practice integration? Language games. Wittgenstein’s metaphor, will be developed as a framework for teaching theory application and modeling multi-theory fluency and literacy. A variety language games will be introduced and played.
Fostering Creativity in the Sixth Grade at History Education through a Story-...Elias Stouraitis
This paper presents the results of an innovative conceptual framework called C2Learn [Fostering Co-Creativity in Learning through Digital Games], a European research project in Technology-Enhanced Learning. This project aims to foster co-creativity in learning through digital gaming activities. The challenge was to implement these activities in history education, which remains a subject of memorization of historical names and events. History education in Greece does not develop students’ imagination in an historical context. As such, students believe that history has nothing in relation to their lives and they face it as a given subject. In this research, students optimized teachers’ stimuli so as to develop their imagination in an historical context. Our hypotheses related to the following questions:
Do students actually believe that history is a creative subject?
Does this implementation give students an historical sense?
Does digital gaming develop students’ imagination and afterwards their creativity?
Do students acquire historical knowledge through this procedure?
Glen Coutts, WAAE presentation. Learning in Context: Creativity in EducationGlen Coutts
Learning in Context: Creativity and Professional Development in Initial Teacher Education
A presentation by Glen Coutts, Julie K. Austin and Liz Mitchell at the WAAE 2009 World Summit: Towards a Paradigm of Creative Education for the 21st Century
Newcastle, UK
Practical strategies to teach vocabulary through games in EFL beginner classe...SubmissionResearchpa
One of the difficult aspects of learning a foreign language, particularly in an EFL context, is vocabulary teaching and learning .This article investigates the difficulties faced by EFL teachers and their learners in the process of teaching and learning English language .It aims at exploring the motivating potential of games in improving the teaching and learning vocabulary in EFL beginners’ classes in Uzbek secondary schools. by Zebo Botirova Hakimjon qizi and Islomjon Umrzoqov Israilovich 2020. Practical strategies to teach vocabulary through games in EFL beginner classes: the case study of some secondary schools in Namangan region. International Journal on Integrated Education. 2, 6 (Mar. 2020), 94-96. DOI:https://doi.org/10.31149/ijie.v2i6.123. https://journals.researchparks.org/index.php/IJIE/article/view/123/122 https://journals.researchparks.org/index.php/IJIE/article/view/123
The article puts the idea of using games in a language learning classes forward as it is considered to be very beneficial among all the students regardless of their age. It creates opportunities to learn easily and to teach effectively. by Tokhtaboyeva Nigora 2020. The role of games in teaching and learning vocabulary. International Journal on Integrated Education. 2, 3 (Mar. 2020), 18-19. DOI:https://doi.org/10.31149/ijie.v2i3.249. https://journals.researchparks.org/index.php/IJIE/article/view/249/242 https://journals.researchparks.org/index.php/IJIE/article/view/249
English department students of IAIN Pekalongan have many shortcomings in memorizing vocabulary. This is evidenced by our observations when students are speaking in front of the class. Sometimes, students are confused about conveying information they want to deliver because they are constrained by a lack of memorization of vocabulary. The situation happens when students must use English in active discussions. So far, the students tend to memorize vocabulary. Besides that, vocabulary books are less effective and less interesting because it only relies on the use of language skills. One way to learn vocabulary in a simple way is through codenames game. This game provides many vocabularies that must be guessed by the players in a team. Then, another player should describe the word to be guessed. So, this research’s questions are how the codenames game is implemented due to learning English in a fun way. By reflecting the question, the purpose of this research is to provide information on the implementation of codenames game which helps English department students of IAIN Pekalongan enrich and build their vocabulary through a fun way using game cards. Based on our observation, the result showed that applying the codenames game could enrich the students’ vocabularies, be an alternative entertainer so that the students do not easily get bored, and strengthen the students’ memory. Thus, it can be concluded that playing codenames game promotes a helping way to enrich and build the students’ vocabulary.
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Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
Intro:
Language is a complex system of communication that used by human beings. It needs a high of human capacity for acquiring and capability in order to use it. As stated by Ferdinand de Saussure in the article Wittgenstein & the Importance of Language Games ,“ all words acted as signs and had two components; signifiers and the signified. For the word ‘cat’, the word ‘cat’ is the signifier and the description, ‘a furry animal with four legs and a tail,’ is the signified”. He claimed that, language is only understood when everyone able to recognizes the same signifiers and the signified.
Dive into the PPT for Detailed Explanation.
Learning a language is both a need and fashion of the time. It could be tedious as well as interesting depending on the learner, teacher and the pedagogy involved. Word puzzles and language games have become popular among the students and even adults. There are innumerable types of word puzzles and language games that give fun and learning with the side effect of logical thinking applied to language, decoding techniques and maintaining patience. English language being the most used language in the world and also second language for the most population of the world has a unique set of vocabulary and grammatical rules. These words and spelling rules as well as grammatical structure has made English more popular as it has done away with simplicity. Many words and pronunciation in English have not set rules or logical order and so does English grammar and hence understanding and dealing with problems of vocabulary and grammar puzzles are excellent tools and very amusing as well. The article deals with how puzzles and games can contribute in learning and how English teachers and students can use puzzles and games and an effective tool of learning.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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The French Revolution Class 9 Study Material pdf free download
Using games in teaching
1. Using Games in Teaching
From 'Games for Language Learning'
'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.'
'The need for meaningfulness in language learning has been accepted for some years. A useful interpretation
of 'meaningfulness' is that the learners respond to the content in a definite way. If they are amused, angered,
intrigued or surprised the content is clearly meaningful to them. Thus the meaning of the language they
listen to, read, speak and write will be more vividly experienced and, therefore, better remembered.
If it is accepted that games can provide intense and meaningful practice of language, then they must be
regarded as central to a teacher's repertoire. They are thus not for use solely on wet days and at the end of
term!' (from Introduction, p. 1)
From 'Creative Games for the Language Class'
'There is 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. This is a misconception. It is
possible to learn a language as well as enjoy oneself at the same time. One of the best ways of doing this is
through games.'
'There are many advantages of using games in the classroom:
1. Games are a welcome break from the usual routine of the language class.
2. They are motivating and challenging.
3. Learning a language requires a great deal of effort. Games help students sustain the effort of learning.
4. Games provide language practice in the various skills- speaking, writing, listening and reading.
5. They encourage students to interact and communicate.
6. They create a meaningful context for language use.'
From 'The Use of Games For Vocabulary Presentation and Revision'
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
2. 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).'
'Games encourage, entertain, teach, and promote fluency. If not for any 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.'
When to Use Games
'Games are often used as short warm-up activities or when there is some time left at the end of a lesson. Yet,
as Lee observes, a game "should not be regarded as a marginal activity filling in odd moments when the
teacher and class have nothing better to do" (1979:3). 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 also lend themselves well to revision exercises helping learners recall material in a pleasant,
entertaining way. All authors referred to in this article agree that even if games resulted only in noise and
entertained students, they are still worth paying attention to and implementing in the classroom since they
motivate learners, promote communicative competence, and generate fluency.'
From 'Learning Vocabulary Through Games'
'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,
vocabulary games bring real world context into the classroom, and enhance students' use of English in a
flexible, communicative way.'
'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.'
From 'Using Games in an EFL Class for Children'
Why Use Games in Class Time?
* Games are fun and children like to play them. Through games children experiment, discover, and interact
with their environment. (Lewis, 1999)
* Games add variation to a lesson and increase motivation by providing a plausible incentive to use the
target language. For many children between four and twelve years old, especially the youngest, language
learning will not be the key motivational factor. Games can provide this stimulus. (Lewis, 1999)
* 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. (Lewis, 1999)
* 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.
3. How to Choose Games (Tyson, 2000)
* A game must be more than just fun.
* A game should involve "friendly" competition.
* A game 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 material.
From 'Index Cards: A Natural Resource for Teachers'
'In an effort to supplement lesson plans in the ESL 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 co-operative group dynamics.'
General Benefits of Games
Affective:
- lowers affective filter
- encourages creative and spontaneous use of language
- promotes communicative competence
- motivates
- fun
Cognitive:
- reinforces
- reviews and extends
- focuses on grammar communicatively
Class Dynamics:
- student centered
- teacher acts only as facilitator
- builds class cohesion
- fosters whole class participation
- promotes healthy competition
Adaptability:
- easily adjusted for age, level, and interests
- utilizes all four skills
- requires minimum preparation after development'
In conclusion, learning vocabulary through games is one effective and interesting way that can be applied
in any classrooms. The results of this research suggest 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.'