See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/282536479

Games in the Teaching of English

Article in Procedia - Social and Behavioral Sciences · June 2015

DOI: 10.1016/j.sbspro.2015.04.312

CITATIONS READS

45 51,529

1 author:

Blanka Klimova
University of Hradec Králové
364 PUBLICATIONS 5,000 CITATIONS

SEE PROFILE

Some of the authors of this publication are also working on these related projects:

ICT and Elderly People View project

ICT and University Education View project

All content following this page was uploaded by Blanka Klimova on 19 October 2015.

The user has requested enhancement of the downloaded file.

 Available online at www.sciencedirect.com

ScienceDirect
Procedia - Social and Behavioral Sciences 191 (2015) 1157 – 1160

WCES 2014

Games in the Teaching of English

Blanka Frydrychova Klimovaa*
a
University of Hradec Kralove, Faculty of Informatics and Management, Rokitanskeho 62, Hradec Kralove, 500 03, Czech Republic

Abstract

Game is a natural means for children to understand the world around them. Therefore, it should be part and parcel of their
learning, including the learning of foreign languages. The aim of this article is thus to give a description of game, its
classification and benefits for English teaching. In addition, the right timing for the implementation of game into the teaching is
considered. The author also describes different ways of using games in language classrooms. In conclusion, she provides a list of
tried and tested books and websites for ready-made games.
© 2015
© 2014TheTheAuthors.
Authors. Published
Published by Elsevier
by Elsevier Ltd. Ltd.
This is an open access article under the CC BY-NC-ND license
Selection and peer-review under responsibility of the Organizing Committee of WCES 2014.
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Selection and peer-review under responsibility of the Organizing Committee of WCES 2014
Keywords: Game, English, classification, benefits;

1. Introduction

Language is immensely powerful, but it can also be loads of fun. In fact, a sense of fun can make language more
powerful ….. Language and play complement and enrich each other. A fusion of the two produces language games.
(Rooyackers, 2002: Preface). Game is a natural means for children to understand the world around them. Therefore,
it should be part and parcel of their learning, including the learning of foreign languages. The exploitation of games
in children’s learning is not a recent idea. This thought was already supported by Czech teacher Jan Amos
Komensky in his book Schola Ludus (Osobnosti.cz, n.d.) in the 17th century. This book is a collection of plays which
should serve for the teaching of Latin. Furthermore, Komensky in this book emphasized that all teaching should be
illustrative with the help of specific examples. In addition, the teacher should proceed in his teaching from easy
examples to the most difficult ones.

* Blanka Frydrychova Klimova. Tel.: +420-493332318

E-mail address: blanka.klimova@uhk.cz

1877-0428 © 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Selection and peer-review under responsibility of the Organizing Committee of WCES 2014
doi:10.1016/j.sbspro.2015.04.312
1158 Blanka Frydrychova Klimova / Procedia - Social and Behavioral Sciences 191 (2015) 1157 – 1160

2. The Definition of Game, its Classification and Benefits

There exists an array of definitions of the term game (cf. Celce-Murcia & McIntosh, 1979; Hadfiled, 1998; Khan,
1991; Wright, Betteridge, & Buckby, 2005). Hadfield (1998: 4), for example, defines the game as ‘an activity with
rules, a goal and an element of fun.’ In this paper the game is perceived as a meaningful fun activity governed by
rules (author’s definition). The language games can be divided according to different principles. Hadfiled (1998)
offers two classifications of language games. She divides them into linguistic (these focus mainly on accuracy) and
communicative games (these are based on successful exchange of information). Hadfiled’s second classification has
more categories and usually includes both linguistic and communicative aspects. These games are as follows
(Hadfiled, 1998, as cited in Jacobs, n.d. b):
x Sorting, ordering, or arranging games. For example, students have a set of cards with different products on
them, and they sort the cards into products found at a grocery store and products found at a department
store.
x Information gap games. In such games, one or more people have information that other people need to
complete a task. For instance, one person might have a drawing and their partner needs to create a similar
drawing by listening to the information given by the person with the drawing
x Guessing games. These are a variation on information gap games. One of the best known examples of a
guessing game is 20 questions, in which one person thinks of a famous person, place, or thing. The other
participants can ask 20 yes/no questions to find clues in order to guess who or what the person is thinking
of.
x Search games. These games are yet another variant on two-way information gap games, with everyone
giving and seeking information. Find Someone Who is a well-known example. Students are given a grid.
The task is to fill in all the cells in the grid with the name of a classmate who fits that cell, e.g. someone
who is a vegetarian. Students circulate, asking and answering questions to complete their own grid and help
classmates complete theirs.
x Matching games. As the name implies, participants need to find a match for a word, picture, or card. For
example, students place 30 word cards, composed of 15 pairs, face down in random order. Each person
turns over two cards at a time, with the goal of turning over a matching pair, by using their memory.
x Labelling games. These are a form of matching, in that participants match labels and pictures.
x Exchanging games. In these games, students barter cards, other objects, or ideas.
x Board games. Scrabble is one of the most popular board games that specifically highlights language.
x Role play games/dramas. Role play can involve students playing roles that they do not play in real life,
such as dentist, while simulations can involve students performing roles that they already play in real life or
might be likely to play, such as customer at a restaurant. Dramas are normally scripted performances,
whereas in role plays and simulations, students come up with their own words, although preparation is
often useful.
A similar classification is provided by Lewis & Bedson (1999). In their classification some of the games listed
above can be included in their classification under a broader umbrella term, such as movement games (the type of
game when learners are physically active, e.g. Find your partner) or task-based games (usually pairs or groups work
on meaningful task in the way they enjoy; learners obey clear rules and they have got a chance to practise all
language skills; teacher is an organizer and facilitator). In addition to Hadfiled (1998), they add a very popular type
of games nowadays, i.e. computer games (they can be played either at school or at home, individually or in pair;
students predominantly practice their reading and writing skills). Finally, Jacobs (n.d. a) makes another distinction
between the languages games. He divides them into competitive (learner tries to be first to reach the goal) and
cooperative games (learners try to reach the same goal together; they help each other). And he suggests that
competitive games can be modified to lessen the competitive element and to add a cooperative element. In his paper
he also gives a few specific examples based on the available literature.
Many surveys also proved that the games have a positive and effective influence on the learning of foreign
languages (cf. Carrier, 1985; Chen, 2005; Jacobs, n.d. b; or Kupeckova, 2010). The reasons for this statement are as
follows:
x games get students involved in their learning; they motivate them;
x games encourage creative and spontaneous use of language (cf. Chen, 2005);
 Blanka Frydrychova Klimova / Procedia - Social and Behavioral Sciences 191 (2015) 1157 – 1160 1159

x games introduce a change in formal learning situations;

x games create a pleasant stress-free and relaxing atmosphere in a language class;
x games unconsciously promote and practise all four basic language skills, such as listening, reading,
speaking and writing;
x games help the teacher to create contexts in which the language is useful and meaningful (cf. Wright,
Betteridge, & Buckby, 2005);
x games decrease student’s anxiety to speak in front of the other students; they feel less intimidated in this,
less formal learning situation;
x games are student-centred;
x games can promote collaboration among students; and
x games can connect to a variety of intelligences (Gardner, 1999, as cited in Jacobs, n.d. b).

3. Timing and Ways of Using Games in Language Classrooms

The language teachers must seriously consider when to use games, which of them to use and how to use them
appropriately, purposefully and efficiently in order to meet both students’ needs and lesson objectives (cf. Khan,
1991). As Jacobs (n.d. b) states, games are traditionally used in the language class as warm-ups at the beginning of
class, fill-ins when there is extra time near the end of class, or as an occasional bit of spice stirred into the
curriculum to add variety. However, if games are seen as meaningful practice of language, they can be exploited as
follow-ups of the presented teaching material for practicing and reinforcing the required skills or knowledge; or for
revising and recycling already acquired skills or knowledge; or as a testing mechanism in order to discover students’
weaknesses in their language proficiency. Wright, Betteridge, & Buckby (2005) regard games central to a language
teacher’s repertoire and not just a way of paging the time. Hong (2002) adds, ‘the key to a successful language game
is that the rules are clear, the ultimate goal is well defined and the game must be fun.’ Nevertheless, if the game
were a success, students must also possess relevant level of language proficiency and know the rules of the game in
order to complete it. Furthermore, the teacher should consider students’ learning styles, their willingness to
cooperate and their current state of mind since they might be tired and not in mood of playing any kind of game. The
organization of any game-like activity places great demands on the teacher. S/he must prepare the content of the
game, materials needed for its completion, clearly explain the rules of the game to students and set the time. The
game can be introduced by the teacher in order to eliminate misunderstandings in the following way (cf. Wright,
Betteridge, & Buckby, 2005):
x explain the rules of the game to students;
x demonstrate with the help of one or two learners parts of the game;
x write on the board any key language and/or instruction;
x trial the game; and
x play the game.
See Appendix A for a list of tried and tested books and websites for ready-made games.

4. Conclusion

As Uberman (1998: 87) puts it, ‘games encourage, entertain, teach, and promote fluency and communicative
skills. 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.’

Appendix A. A list of tried and tested books and websites for ready-made games

Lindstromberg, S. (Ed.) (1997). The standby book. Activities for the language classroom. Cambridge: CUP. (The
book offers 110 different classroom activities, most of which can easily be adapted for use in teaching any foreign
language. Some of the activities are intended to make up just part of a lesson. Others can make up a complete
lesson).
Marsland, B. (1998). Lessons from nothing. Cambridge: CUP. (This book is a sourcebook of 70 ELT easy-to-use
exercises and activities which do not require extensive resources and facilities. Each activity begins with the
1160 Blanka Frydrychova Klimova / Procedia - Social and Behavioral Sciences 191 (2015) 1157 – 1160

language to be practised, the level and age, followed by the procedure, rationale and any variations on the
procedure).
Rooyackers, P. (2002). 101 language games for children: Fun and learning with words, stories and poems. USA,
CA: Hunter House Inc. (This book contains 101 language games and variations, as well as an introduction that
explains how the games can be made accessible to everyone.)
Ur, P., & Wright, A. Five-minute activities. Cambridge: CUP. (This book provides a collection of short, easily-
prepared activities to supplement the longer teaching procedures that make up the main body of an English course.
The process of each activity is described briefly, with examples; in many cases sample material for immediate use is
provided in the Boxes.
Wright, A., Betteridge, D., & Buckby, M. (2005). Games for language learning (3rd ed.). New York: Cambridge
University Press. (The book features many of the original games but has also been fully revised to include new
games for the ELT classroom. The structure of the book has also been revised so that the games are now grouped in
a more teacher-friendly format where teachers can search based on language and skill criteria rather than just game
type.)
The websites below provide an access to a bank of useful, ready-made game-like activities for busy teachers of
English:
http://learnenglish.britishcouncil.org/en/fun-and-games (September 12, 2013)
http://www.helpforenglish.cz/tipy-a-triky (September 12, 2013)
http://www.lessonsense.com/game/ (September 12, 2013)
http://busyteacher.org/teaching_ideas_and_techniques/warmers/ (September 12, 2013)
http://www.toolsforeducators.com/ (September 12, 2013)

References

Carrier, M., & the Centre for British Teachers. (1985). Take 5. Games and activities for the language learners. GB: Nelson and Sons Ltd.
Celce-Murcia, M., & McIntosh, L. (1979). Teaching English as a second or foreign language. USA: Newbury House Publishers, Inc.
Chen, I.J. (2005). Using games to promote communicative kills in language learning. The Internet TESL Journal, 11(2). Retrieved September
11, 2013, from http://iteslj.org/Techniques/Chen-Games.html
Hadfield, J. (1998). Elementary vocabulary games. Harlow: Pearson Education Limited.
Hong, L. (2002). Using games in teaching English to young learners. The Internet TESL Journal, 8(8). Retrieved September 11, 2013, from
http://iteslj.org/Lessons/Lin-UsingGames.html
Jacobs, G. (n.d. a). Making games cooperative. Retrieved September 11, 2013, from
http://www.google.cz/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=1&ved=0CC4QFjAA&url=http%3A%2F%2Fwww.georgejacob
s.net%2FMIArticles%2FMaking%2520Games%2520Cooperative.doc&ei=r4cxUpjSMov07AaCm4HYCg&usg=AFQjCNFneqEKXsuLK7D
NQXuLEkJbP5gavw&sig2=fevgTAO90tqxzWjUJVKxeg&bvm=bv.52109249,d.Yms
Jacobs, G. (n.d. b). Using games in language teaching. Retrieved September 11, 2013, from
http://www.google.cz/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=1&ved=0CDMQFjAA&url=http%3A%2F%2Fwww.georgejaco
bs.net%2FMIArticles%2FGames%2520for%2520Language%2520teaching.doc&ei=miQwUqjZFoWo0QWJ_4Fw&usg=AFQjCNF3t19F9gC
DsCeN2MeiXsrxooPFjg&sig2=DaLaG27hgs2zr5N81jK4vQ
Khan, J. (1991). Using games in teaching English to young learners. In C. Brumfit (Ed.), Teaching English to Children. From Practice to
Principle (pp. 142-157). London: HarperCollins Publishers.
Kupeckova, L. (2010). Game-like activities. Bachelor paper. Brno: MU. Retrieved September 12, 2013, from
http://is.muni.cz/th/153068/pedf_b/Game_like_activities_FINAL.pdf
Lewis, G., & Bedson, G. (1999). Games for children. Oxford: OUP.
Osobnosti.cz. Jan Amos Komensky. (n.d.). Retrieved September 11, 2013, from http://www.spisovatele.cz/jan-amos-komensky.
Rooyackers, P. (2002). 101 language games for children: Fun and learning with words, stories and poems. USA, CA: Hunter House Inc.
Uberman, A. (1998). The use of games for vocabulary presentation and revision. English Teaching Forum, 36(1), 20-27. Retrieved
September 11, 2013, from http://exchanges.state.gov/forum/vols/vol36/no1/p20.htm
Wright, A., Betteridge, D., & Buckby, M. (2005). Games for language learning (3 rd ed.). New York: Cambridge University Press.

View publication stats