18 GAMES AND CREATIVITY IN ELT Functions of games and creativity in Foreign Language Learning ● Definition and classification of games of language learning and perfection ● Games as a creative and recreational technique to achieve communicative competence in the FL ●
GRANGER, C. (1980): Play Games in English, Heinemann, London. HILL, L.A. (1979): Teacher Training Course, Cassell, London.
18.1. Functions of games and creativity in the FL learning 18.1.1. CREATIVITY A mental process involving the generation of new ideas or associations between existing ideas. - making something new.
PBL
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Creativity can be trained, although some people are more talented to it.
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Techniques use associations between the goal/ problem, the current state (imperfect solution to the problem) and some provocative randomly selected stimulus (words, images...) ● ● ● ● ●
Randomization: brainstorming Focusing techniques: morphological analysis, attribute listing Evolutionary directed techniques. Knowledge based techniques: keywords Conceptual blending
ADVANTAGES
18.1.2. GAMES Break the routine
Effort for learning
Integrated Language practice
Motivation and challenge
Meaningful context for language
Interaction and communication
Less anxiety
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Comfortable to express feelingsand opinions
Promotes fluency
Essential for their selection: games conducted or not, number of students, proficiency level, cultural context, timing, topic, classroom organization...
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When and what for? –
Short warm-up activities or for ending up
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Any other moment of the lesson for revision: carefully chosen ●
Vocabulary learning / revising: useful for remembering it easily
18.2. Definition and classification of games for language learning and perfection ●
Game: universal form of recreation, generally including any activity engaged in for diversion and often establishing a situation that involves a contest. –
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For children: amusements or pastimes that involve spontaneous, unstructured activity, based mostly on fantasy and imagination and organized by a set of rules.
Factors to take into account when using a particular game in class: –
Learners' characteristics: age, proficiency level, interests, intepersonal relationships, learning styles/paces,
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Didactic purposes: not only for fun, also educational meaning. ●
Learning unconsciously: fluency more important than correction.
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Games are connected to real life situations and language.
Moment of the day/ week. ●
Realeasing stress, anxiety.
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Classification
Icebreakers / Warmers Mainly speaking games
At the beginning of the term Catch the ball / Find someone who... Get to know each other ● ● ● ●
Maindly listening games
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Mainly writing games
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Mainly reading games
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Vocabylary and spelling
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Mainly grammar
Idetifying pictures guessing game Picture dictation Matching pairs Remember: reviewing vocab Obey: Discriminate sounds Connect
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Simon says Minimal pairs game Bingo- definitions
True/False definitions and descriptions Create an island (writing and then picture) Order the story Touch and describe Odd-one-out
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Memory games
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Online games e.g.
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Objects in the bag List of common nouns but one odd
On prepositions Riddles
18.3. Games as a creative and recreational technique to achieve communicative competence in the FL â—?
Benefits of using games as complementary resource in class Increase learning-motivation learner-centered Promote communicative competence Meaningful context for language use
Reduce learning anxiety GAMES
Encourage creative and spontaneous use of language
Cooperative environment Forters participatory attitudes
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In primary level: games for communicative functions –
Stating facts ● ● ● ●
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Stating opinions and feelings ● ● ● ●
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Naming and identifying people, objects, actions. Describing people and objects Comparing things Commentating Agreement and disagreement Doubt and ignorance Personal attitude Pleasure
Asking questions ● ●
Questions of fact Questions about other's opinions and feelings
Examples of communicative games
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Two truths and a lie: state 3 sentences and guess which is the lie about myself
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Twenty questions: guessing game based on limited number of questions
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Toilet paper: getting to know activity: take more than three paper roll squares, then tell thing about yourself, as many as squares you have.
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Taboo: with vocabulary cards.
Competition games: offer students a natural opportunity to work together in a less stressful learning environment.
Games not as essential part in lessons, but as to introduce or reinforce. Success depends on the students to understand the aim of the game and the rules. Teacher's role: guiding and monitoring.