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Grammar Games - Motivation in Teaching English

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Co e s: I. I roduc io 1.1 Ge eral charac eris ics of he work 1.2 he role of games o la guage lesso s II. Mai Par Chap er 1. heory par 2.1.1 he adva ages of usi g games 2.1.2 he adequacy i usi g games 2.1.3 Lear i g grammar hrough games Chap er 2. Prac ice par 2.2.1 Games wi h preposi io s 2.2.2 Co di io als a d Wishes 2.2.3 Examples of workshee s III. Co clusio IV. BIBLIOGRAPHY I. I roduc io 1.1 Ge eral charac eris ics of he work he heme of my qualifica io work sou ds as followi g: “Grammar Games - Mo iva io i eachi g E glish” his qualifica io work ca be charac erized by he followi g: 2. Ac uali y of he heme. I rece years la guage researchers a d prac i io ers have shif ed heir focus from developi g i dividual li guis ic skills o he use of la guage o achieve he speaker's objec ives. his ew area of focus, k ow as commu ica ive compe e ce, leads la guage eachers o seek ask-orie ed ac ivi ies ha e gage heir s ude s i crea ive la guage use. Games, which are ask-based a d have a purpose beyo d he produc io of correc speech, serve as excelle commu ica ive ac ivi ies. O he surface, he aim of all la guage games is for s ude s o &quo ;use he la guage&quo ;; however, duri g game play lear ers also use he arge la guage o persuade a d ego ia e heir way o desired resul s. his process i volves he produc ive a d recep ive skills simul a eously. S a di g o such grou d, I co sidered he heme of he work ac ual e ough o make i ves iga io . 3. he asks a d aims of he work. 1. he firs ask of my work is o describe he role of games o la guage lesso s. 2. he seco d ask is o describe views of differe li guis s o he problem of usi g games. 3. he las ask is o describe various ypes of grammar games. 4. he ovel y of he work. I co sider ha he ovel y of he work is co cluded i ew ma erials of he li guis s, which were published i he I er e . he ovel y of my work is co cluded i he fac , ha I had worked ou some grammar games, which I had approba ed o E glish la guage lesso s duri g my pedagogical prac ice. 5. Prac ical sig ifica ce of he work. I my opi io he prac ical sig ifica ce of my work is hard o be overvalued. his work reflec s moder re ds i li guis ics a d I hope i would serve as a good ma ual for hose who wa s o mas er moder E glish la guage. Also his work ca be used by eachers of E glish la guage for eachi g E glish grammar. 6. Ways of scie ific i ves iga io used wi hi he work. he mai me hods for compili g our work are he me hod of compara ive a alysis a d he me hod of s a is ical research. 7. Fields of amplifica io . he prese work migh fi d a good way of implyi g i he followi g spheres: 1. I High Schools a d scie ific circles of li guis ic ki d i ca be successfully used by eachers a d philologis s as moder ma erial for wri i g research works deali g wi h usi g of grammar games. 2. I ca be used by eachers of schools, lyceums a d colleges by eachers of E glish as a prac ical ma ual for eachi g E glish grammar. 3. I ca be useful for everyo e who wa s o e large his/her k owledge i E glish. 8. Li guis s worked wi h he heme. As he base for my qualifica io work I used he works of Abbo G.,

Azar B. Sh., Horwi z E.K., Lee Su Kim a d o hers1. 9. Co e of he work. he prese qualifica io work co sis s of four par s: i roduc io , he mai par , co clusio a d bibliography. Wi hi he i roduc io par , which i cludes wo i ems I gave he brief descrip io of our qualifica io work ( he firs i em), where I described i s ac uali y, prac ical sig ifica ce, a d fields of amplifica io , a d described he role of games o la guage lesso s. he mai par of my qualifica io work i cludes several i ems. here I discussed such problems as adequacy i usi g games a d heir adva ages. I he seco d chap er (prac ice par ) of mai par described differe ypes of grammar games, a d i cluded workshee s, which are eeded for playi g hese games. I he co clusio o my qualifica io work I ried o draw some resul s from he scie ific i ves iga io s made wi hi he mai par of my qualifica io work. I bibliography par I me io ed more ha 20 sources of which were used while compili g he prese work. I i cludes li guis ic books a d ar icles deali g wi h he heme, a umber of used dic io aries a d e cyclopedias1 a d also some i er e sources. 1.2 he role of games o la guage lesso s Games offer s ude s a fu -filled a d relaxi g lear i g a mosphere. Af er lear i g a d prac ici g ew vocabulary, s ude s have he oppor u i y o use la guage i a o -s ressful way. While playi g games, he lear ers' a e io is o he message, o o he la guage. Ra her ha pay a e io o he correc ess of li guis ic forms, mos par icipa s will do all hey ca o wi . his eases he fear of ega ive evalua io , he co cer of bei g ega ively judged i public, a d which is o e of he mai fac ors i hibi i g la guage lear ers from usi g he arge la guage i fro of o her people. I a game-orie ed co ex , a xie y is reduced a d speech flue cy is ge era ed-- hus commu ica ive compe e ce is achieved. Games are also mo iva i g. Games i roduce a eleme of compe i io i o la guage-buildi g ac ivi ies. his provides valuable impe us o a purposeful use of la guage (Prasad 2003). I o her words, hese ac ivi ies crea e a mea i gful co ex for la guage use. he compe i ive ambia ce also makes lear ers co ce ra e a d hi k i e sively duri g he lear i g process, which e ha ces u co scious acquisi io of i pu s. Mos s ude s who have experie ced game-orie ed ac ivi ies hold posi ive a i udes owards hem (Uberma 1998). A ac io research co duc ed by Huye a d ga (2003), s ude s said ha hey liked he relaxed a mosphere, he compe i ive ess, a d he mo iva io ha games brough o he classroom. O he effec ive ess of games, eachers i Huye & ga's (2003)repor ed ha ac io research repor ed ha heir s ude s seem o lear more quickly a d re ai he lear ed ma erials be er i a s ress-free a d comfor able e viro me . he be efi s of usi g games i la guage-lear i g ca be summed up i i e poi s. Games:are lear er ce ered. promo e commu ica ive compe e ce. crea e a mea i gful co ex for la guage use. i crease lear i g mo iva io . reduce lear i g a xie y. i egra e various li guis ic skills. e courage crea ive a d spo a eous use of la guage. co s ruc a coopera ive lear i g e viro me .

fos er par icipa ory a i udes of he s ude s. II. Mai Par Chap er 1. heory par 2.1.1 he adva ages of usi g games Ma y experie ced ex book a d me hodology ma uals wri ers have argued ha games are o jus ime-filli g ac ivi ies bu have a grea educa io al value. W. R. Lee holds ha mos la guage games make lear ers use he la guage i s ead of hi ki g abou lear i g he correc forms. He also says ha games should be rea ed as ce ral o peripheral o he foreig la guage eachi g programme. A similar opi io is expressed by Richard-Ama o, who believes games o be fu bu war s agai s overlooki g heir pedagogical value, par icularly i foreig la guage eachi g. here are ma y adva ages of usi g games. &quo ;Games ca lower a xie y, hus maki g he acquisi io of i pu more likely&quo ; (Richard-Ama o). hey are highly mo iva i g a d e er ai i g, a d hey ca give shy s ude s more oppor u i y o express heir opi io s a d feeli gs (Ha se ). hey also e able lear ers o acquire ew experie ces wi hi a foreig la guage which are o always possible duri g a ypical lesso . Fur hermore, o quo e Richard-Ama o, hey, &quo ;add diversio o he regular classroom ac ivi ies,&quo ; break he ice, &quo ; hey are used o i roduce ew ideas&quo ;. I he easy, relaxed a mosphere which is crea ed by usi g games, s ude s remember hi gs fas er a d be er (Wierus a d Wierus). Fur her suppor comes from Zdybiewska, who believes games o be a good way of prac ici g la guage, for hey provide a model of wha lear ers will use he la guage for i real life i he fu ure. Games e courage, e er ai , each, a d promo e flue cy. If o for a y of hese reaso s, hey should be used jus because hey help s ude s see beau y i a foreig la guage a d o jus problems. here are ma y fac ors o co sider while discussi g games, o e of which is appropriacy. eachers should be very careful abou choosi g games if hey wa o make hem profi able for he lear i g process. If games are o bri g desired resul s, hey mus correspo d o ei her he s ude 's level, or age, or o he ma erial ha is o be i roduced or prac iced. o all games are appropria e for all s ude s irrespec ive of heir age. Differe age groups require various opics, ma erials, a d modes of games. For example, childre be efi mos from games which require movi g arou d, imi a i g a model, compe i g be wee groups a d he like. Fur hermore, s ruc ural games ha prac ice or rei force a cer ai gramma ical aspec of la guage have o rela e o s ude s' abili ies a d prior k owledge. Games become difficul whe he ask or he opic is u sui able or ou side he s ude 's experie ce. A o her fac or i flue ci g he choice of a game is i s le g h a d he ime ecessary for i s comple io . Ma y games have a ime limi , bu he eacher ca ei her alloca e more or less ime depe di g o he s ude s' level, he umber of people i a group, or he k owledge of he rules of a game e c. Games are of e used as shor warm-up ac ivi ies or whe here is some ime lef a he e d of a lesso . Ye , as Lee observes, a game &quo ;should o be regarded as a margi al ac ivi y filli g i odd mome s whe he eacher a d class have o hi g be er o do&quo ;.

Jack and his sister Sherry were so warm and friendly. The wide-eyed girl didn't make friends easily. She was too shy and timid, but these two had taken to her at once as she sat quietly by herself on the school lawn. "Don't worry about cutting classes," Sherry told her, squeezing her hand tightly. "You won't get in trouble. Our aunt teaches English and she can cover up for you, Lisa. We'll just sit around the apartment and listen to records and smoke grass and shoot the bull. Okay, honey?" Lisa nodded eagerly, glancing at Jack with a flutter in her heart. He was so handsome, in a wild sort of way. The phone was ringing as they entered the apartment. Jack picked it up. It was Aunt Linda, and she sounded frantic. "Jack, listen to me! Have you got Lisa Cunningham up there with you?" How in the hell did she know? he though irritably. She'd seen them on the school lawn, obviously. He silenced the two girls at once by putting a finger to his lips. "No, of course not," Jack lied easily. "I mean, we were just talking on the lawn, you know? Then we went for a walk around the block

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