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    Jenny Velásquez
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    The document discusses reasons why teachers should use games to teach foreign languages. It argues that games reduce student stress by creating a fun learning environment. Games also improve students' language abilities by providing opportunities to practice skills like logical thinking, vocabulary, listening, and speaking through activities like guessing, role-playing, and real-life conversations. Finally, games promote student interaction by encouraging participation and cooperation in pairs and groups to achieve game goals. In conclusion, the document advocates for using games in language classes.

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    The document discusses reasons why teachers should use games to teach foreign languages. It argues that games reduce student stress by creating a fun learning environment. Games also improve students' language abilities by providing opportunities to practice skills like logical thinking, vocabulary, listening, and speaking through activities like guessing, role-playing, and real-life conversations. Finally, games promote student interaction by encouraging participation and cooperation in pairs and groups to achieve game goals. In conclusion, the document advocates for using games in language classes.

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    © All Rights Reserved
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    6 views2 pages

    Cause and Effect Paragraph

    Uploaded by

    Jenny Velásquez
    The document discusses reasons why teachers should use games to teach foreign languages. It argues that games reduce student stress by creating a fun learning environment. Games also improve students' language abilities by providing opportunities to practice skills like logical thinking, vocabulary, listening, and speaking through activities like guessing, role-playing, and real-life conversations. Finally, games promote student interaction by encouraging participation and cooperation in pairs and groups to achieve game goals. In conclusion, the document advocates for using games in language classes.

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    Velásquez 1

    Jennifer Velásquez

    Professor Rocio Callejas

    Composition 1 - Effect paragraph

    26 October 2022

    Teaching a Foreigner Language through Games.

    There are some reasons why teachers should use games to teach a foreigner language. First,

    the use of games in language classes reduces students’ stress. “By teaching a foreign language

    through games, learners do not feel stressed because they do not think that they have to master the

    target language that is unknown to them” (Gülin 220). This happens because the implementation

    of games in the teaching in the language classes creates an active and fun atmosphere, in which

    students are learning without know that they are learning. In this kind of environment they can feel

    relaxed and comfortable without worrying about making mistakes or being criticized.  Second,

    games in the classroom can significantly improve students' ability to use the target language.

    Owing to games such as guessing and role playing; students are able to practice logical thinking

    and extend their vocabulary. Also, these games offer them a chance to practice their listening and

    speaking. Especially role-playing offers a great opportunity to practice with real-life

    conversations, thus improved learners' speaking and eloquence. Finally, the use of games in

    language classes promotes learners’ interaction. Games help and encourage students to participate

    in classes, as the competitive feeling and the real sense of achievement makes students feel more

    motivated to do so. Moreover, students not only interact with class activities but also with their
    Velásquez 2

    classmates, since there are many games that require to be played in pairs or in small groups to win.

    Therefore, learners need to cooperate and communicate with each other to achieve the goal. In

    conclusion, these are some reasons why teachers should use games to teach a foreigner language.

    Work cited

    Gülin, Yolageldili. Effectiveness of Using Games in Teaching Grammar to Young Learners.

    Elementary Education Online. 2011. www.files.eric.ed.gov/. Accessed 24 October

    2022.

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