Functions of games in teaching process

Definitions of games

Games play a significant role in reinforcing and reviewing specific structures,

grammatical patterns and vocabulary items as well as promoting communicative
competence in the target language. The exceptional power of games to engage students
attention is evident. They spend a lot of time and energy to watch or participate
in games (Ludewig and Swang, 2007: 1). But what is a 'game'? According to Hadfield '
a game is an activity with rules, a goal and an element of fun' (Hadfield, 1984:
4).M oreover, game means ' an activity which is entertaining and engaging, often
challenging, and an activity in which learners play and usually interact with others'
(Wright et al, 2006:1)
Teresa Siek-Piskozub (1997: 11) states that game is a play with strictly label
rules. There are competitive players who try to achieve their own goals, adds Gibs.
Different games allow players to act in many kinds of interactions. M oreover, learners
can be put in various situations. They can compete as a whole group with one person
or they can be divided into groups, which compete with other groups. While playing,
students need to communicate with others, ask questions, come to conclusion according
to observations of their own and other people language activities. What is more,
cooperation involves working together to achieve the goal. Players are forced
to exchange information, follow the instructions, guess, estimate or judge others
and their actions. As a result, they are motivated by lack of information. However, such
motivation can lead to positive and negative behaviours among players. That is why,
rules need to be given in order to avoid confusion.
Deesri1 also states that in games must be included such factors as: rules
and competition. She adds relaxation and learning too. M oreover, games should be
characterised by the positive climate. They cannot be stressful for children yet they are
needed to be pleasure and fun for them. But on the other hand students must learn
from games. Games should be a tool for children to reach a goal that is connected with

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Deesri, http://iteslj.org.techniques.html
improving their language. In her opinion, teachers should use games to help students
learn and have fun.
In short, all these definitions given above posses common features. One
of the most important features is an element of fun. M oreover, every game should be
enjoyable for young learners, however, it should include rules. Without straightforward
clues, any game cannot proceed properly. The last, but not least feature, is
the cooperation among children during games. It learns them outspokenness
and tolerance.

Types of games

There is nothing that engages children more than teaching foreign language
through play. Using games in class has got to be one of the most exciting ways to teach
children. Games give young learners a reason to communicate and a context
for speaking practise. Furthermore, games as it was mentioned in the previous chapter,
need to be fun and motivated for children. It is obvious that teachers are obliged to use
games during their classes to make the lesson more interesting, however, which types
of games they should choose?
It is known that games use many different techniques which are important
in language teaching. Sorting, ordering, or arranging are the simplest games (Hadfield,
1999: 5). Hadfield indicates that in competitive games players or teams want to reach
the goal first, so they must race. Whereas, in co-operative games players have
a common goal and they must work all together.
Another distinction among games involve linguistic games and communicative
games. In linguistic games, the aim of the game is linguistic accuracy, for example,
producing correct structure. In contrast, communicative games are activities with an aim
that is not linguistic. Drawing route on a map or filling in a chart are involved
in successful completion of the game, rather than the correct production of a structure.
In addition, the emphasis in linguistic games is on accuracy, contrary to communicative
games, in which the emphasis falls on fluency. The games mentioned above, can be
used at all stages of the progression from controlled to free practice, serving at one end
of the range as a memory aid and repetition drill, at the other, as chance to use language

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freely and as a means to an end rather than an end in itself. M oreover, teachers can use
them as a diagnostic tool, nothing areas of difficulty and take suitable, correct action.
The next taxonomy presented by Hadfield includes information gap games
in which one or more people have information that other people need to know
to complete a task successfully. Information gap games can involve a one-way
information gap or a two-way information gap where both players have information
and they must solve their problem. Secondly, there are search games that involve whole
class because every student has a piece of information. Students must find out as much
information as they can to filling a chart and solve the problem. Another kind of games,
are matching games that include transfer of information and they can be played in pairs
or as a whole class. In this game everyone have to find a partner with corresponding
card or picture. Labeling games are a form of matching. Students must match labels
to items in pictures. In exchanging games students barter cards, other objects, or ideas.
Similar are exchanging and collecting games. Board games are based on articles, cards
or ideas which students wish to exchange for others. This replacement must be
satisfactory to both sides. The last kind of games are role play games in which players
have names and characteristics of a fictional character. The outcome of this game is
open-ended and may develop in any number of ways.
From the wide variety of games presented by Hadfield, every teacher ought
to select an adequate game for his/her students. The choice rests on the interests
of learners or on skill teachers would like to practice. Nevertheless, each child will find
something attractive for himself or herself.
Other methodologists Wright, Batteridge and Buckby (2006: 4-5) distinguish
caring and sharing games including all games in which the student feels safe while
sharing personal information with others. They relate more to invitation than
to challenge. The next kind of games is do: move, mime, draw and obey game. In this
game we expect from learner that he/she does something non-verbally in response
to a heard or read text. Describing game demands from student depicting something
to another person for speaking, writing or drawing a picture. In the third kind of games
identify: discriminate, guess, speculate game the student must identify or hypothesize
about something which is difficult and after that compare it with the facts. In connect:
compare, match, group the learner must compare, match or group different items
of information such as pictures or texts, subjectively or objectively. M oreover,
the learner's task is to put various bits of information into an order of importance

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and quality. In remember game the student tries to remember all information and then
communicate with others. The last kind of game is called create game. The learner must
use imagination to create a story or write a poem.
Similar division is given by G.Levis and G.Bedson (2002: 16-18). They present
movement games in which children are active but must be monitored by teachers
and card games in which children collect, give away, sort and count cards. All cards
have a meaning in game or serve as symbols for objects or actions. What is more, there
are dice games during which players use one or more dices depending on the age
of learners. A dice can have numbers, colours or letters of the alphabet. The next kind
of games that they present are drawing games. They are creative and help children who
are not talkative. The learners must be able to understand instructions and describe their
art. In guessing games children must guess the answer to the question. Role-play games
are free speaking activities. They stimulate child's imagination. What is more, singing
and chanting games play an important role in early childhood learning and often involve
movement. The last, but not least kind of games, are word games that allow to utilize
childrens enjoyment with words; they are better for older children because they involve
writing and spelling.
In literature we can also find division on 'didactic games' and 'language games'.
T.Siek- Piskozub (1997: 11-12) determines didactic games as all games and plays
applying to process of education. They demand some knowledge from players. Didactic
games contain elements of play and learning.
On the other hand, among didactic games, language games can be distinguished.
Language games are games which require the use of a foreign language in order
to achieve a goal. The most significant feature of language game is the climate
of games. This climate is characterized by the lack of distress.
In short, teaching vocabulary through games is one of the most effective
and interesting ways that can be applied in any classroom. In addition, the role of games
in teaching and learning vocabulary cannot be denied. However, in order to achieve
the most from the game, it is crucial that suitable games are chosen. The number
of students, proficiency level, timing, topic of the lesson, learners interests,
and classroom setting are the factors that ought to be taken into account.

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Functions of games

Researches on effectiveness of didactic games show that the strategy is

especially beneficial to fulfil various teacher's assignments. It allows students
for comprehensive development of their personality. Didactic game can act numerous
functions in the process of education.
The first function of games is organizing function. It allows planning student's
and teacher's time more effectively. During game all students are active. Their all
actions are controlled by the rules of game. Students work in groups and they
collaborate with each other that is meaningful especially for the shy learners;
Another function of games is motivating function. It is performing conventional
and pedagogical exercises rarely from personal needs of students. It depends on external
motivation, for example, marks. Therefore, approach to set tasks is significant.
The next function is didactic function. In this context games make all students
active and allow them to develop various skills such as linguistic or intellectual.
Cognitive function is the fourth function mentioned by this theorist. The learner
and his/her personality, abilities, achievements are the object of teacher's knowledge.
The last function is educational function. Games can shape standards, allowing
the teacher for effective acting this function. They allow the teacher to control student's
behaviour and to reject negative manners. They demand from learners knowledge and
competence in interaction with others. M oreover, they form standards of proper
behaviour. During games students follow the rules that learn them proper manners
(T.Siek -Piskozub, 1997: 20-23; A.M rz, 2005: 166-167).
Taking these points into consideration, I must say that games perform
an important role in educational process. However, we must remember that games
should support other techniques of teaching. The proportion of games to conventional
ways of teaching depends on age of learners. In case of young learners, games can be
dominant strategy in teaching. It must be awareness of correcting, choosing
and controlling of games if they have to fulfil their functions.

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Reasons for using games in classes during development of vocabulary
skills

Games can play a range of roles in the language teaching. They can help
and encourage many learners to sustain their interest and work. Traditionally, games
have been used in the language class as warm-ups at the beginning of the lesson,
at the end of the lesson when there is extra time or as an additional activity to make
the lesson more attractive for students. But why teachers use games? What are
the advantages of using games?
The first reason behind the use of games is that they can be a good activity from
the usual routine in the classroom. Next, they motivate and challenge students. What is
more, students make a big effort in learning a language. Furthermore, games help
students to sustain this effort of learning and develop language skills such as writing,
listening, speaking and reading. The last reason to use games is that students are
encouraged by games to communicate and interact, and games are a good way
of creating a meaningful context for language use (Lee Su Kim, 1995: 35).
In M . Krzemiska - Adamek (2007: 2) opinion, thanks to games children
understand the world much better. It is obvious that games provide a lot of information
about the things which surround us, in amusing way. What is significant, vocabulary
games bring real world context into the classroom and enhance students use of English
in flexible, communicative way. What is more, games are a good way to express
student's opinions and feelings. Learners are enabled to acquire new experiences within
a foreign language that are often possible during a typical lesson (Uberman, 1998: 20).
Another view is presented by Zdybiwska (1994: 6), who states that through
games children can practise language because they provide a model of what learners
will use the language for in the real life in the future.

Games help to create a context in which children's attention is focused on the

completion of a task without necessarily realizing that language items are being
practiced. As a result, language learning takes place in a context that children
can directly relate to (Toth, 1995: 6).

From Lewis and Bedson (2004: 5) point of view, children like playing games,
for they are fun. Natural and vital part of growing up and learning is playing games.

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Through games children discover, experiment and interact with their environment.
The game makes the reason for speaking plausible even to reluctant children.
M oreover, "games can provide intense and meaningful practice of language,
then they must be regarded as central to a language teacher's repertoire and not merely
a way of passing the time" (Wright et al. 2006: 2).
Furthermore, using games during the lesson lowers the student's stress.
In the classroom students have to absorb unknown words or grammatical structures
so they are highly stressed. Therefore, students often feel insecure in class that affects
their ability to learn. As a result, games can make them feel more comfortable, relaxed,
and want to learn more.
It must be remembered, that game like any other activity can be dull when we
use it too much. If, however, the teacher chooses the game thinking of student's needs
and interests, learning process of practicing and revising language will be a pleasure
for children.
To sum up, language learning is a hard task which can sometimes be frustrating.
Constant effort is required to understand, produce, and manipulate the target language.
Well chosen games are available as they give students a break, and what is more, allow
students to practice language skills. Games are highly motivating providing they are
amusing and at the same time challenging. Furthermore, they employ meaningful
and useful language in real context as well as encourage and increase cooperation.

Learning styles to present games

At present, the idea that we all have various emphases in the way we perceive
and learn, is a part of everyday teacher's life. Learning styles are not taken to be
exclusive. In class, each person will probably have preferences. Therefore, in any one
class we find different preferences. The teacher should adjust games involving a wide
variety of learning styles to all his students.
Several learning styles can be distinguished. The first style is visual.
It responds, best of all, to information which is seen: pictures, diagrams but also colour,
size or design. Auditory style founds on information which is heard: dialogues, songs,
or rhythms. The third style is kinaesthetic. According to this style students need to move
or touch instead of learning efficiently. Creative style use the language creatively even
from the beginning. Analytical style involves analyzing language forms, looking

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for rules. Students have to understand the 'bricks' of the language. What is more, they
may feel able to use them. Another style is called cooperative. It includes the need to
work with others. Individual prefers to work alone. In Serious style some students
concentrate better if the approach is serious. In contrast, in amusing style some students
concentrate better if there is an element of humor in the experience. M oreover, there is
dramatic style. Some students absorb language connected with drama and story telling.
The last style is real and it pays attention on student's need real examples from everyday
life (Wright, Batteridge and Buckby, 2006: 6-8).
To summarize, all of games should be based on different teaching and learning
styles and should involve reinforcement. Some games promote communicative
language practice, whereas others are more mechanical and are based on memorization
of individual work (Toth, 1995: 6). However, the teacher is left with the choice
of selecting a proper learning style for his/her students.

Problems when teaching vocabulary through games to young learners

Although it is commonly known that vocabulary learning becomes more

effective with using games, they sometimes create problems for both students
and teachers.
Problems during games are mainly related to inappropriate behaviour. While
playing game, it can happen that students will be to loud, interrupting other students
in classes next to. Teacher's role is to control how students behave.
What is more, using games in the classroom sometimes fails due to conflicts
between rivals. In this case, teacher should reach to the source of clash. It often induces
conscious breaking rules of game because student wants to win at any price.
Another issue is unsocial conduct such as refusal to borrow thing which is
needed to playing game. Researches show that manners like that, characterize good
students. It comes of willingness to protect their prestige and anxiety over increase
prestige of other students.
Furthermore, certain games are not proper to use them in a big groups
of students or in class. They are games that involve a lot of mobility, for instance,
running or throwing the ball. In these games teacher easily can loose control of the
students.

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 A significant matter is that a child does not want to take part in playing game.
A reason for antipathy can be different and the student not always realizes it. It could be
fear of defeat or earlier experiences connected with participating in games (T.Siek-
Piskozub, 1997: 25-26).
In addition, Koluch (2003: 45) states that the student's mistakes are not corrected
by the teacher during games. An astute teacher should observe the game in order
to write the recurrent errors and discuss them after the activity.
The last problem, is that the students are bored of one game if it is used to often
by the teacher. Teachers should remember that the same goals can be achieved
in various ways. Therefore, the teacher who wants to use games during the lessons has
to know a lot of games.
According to another methodologist J.Iluk (2002: 67-68) the main problem
when teaching vocabulary through games, is that students usually speak in their mother
tongue instead of the language they are learning. It is hard for teachers to control the use
of the mother tongue in the classroom if they use games as a tool to practicing student's
communicative skills in a foreign language.
M oreover, it is said that before using games on a foreign language lessons,
teachers should ask themselves about the aim of game and whether a game demands
from students any effort to achieve the goal. In addition, if all the children can take part
in a game and what kind of activeness conforms to children's learning styles.
On the whole, using games is an effective language method. Through games
learners can develop certain cognitive skills like guessing, matching, comparing,
predicting, and memorizing. What is more, games give both teachers and students their
chance to interact with each other, understand each other, and like the process
of learning language.

Ewelina Marta Zych