INTRODUCTION
Rationale of the study
Many English teachers at An Giang University (AGU) incorporate games into their classes, yet these games are often utilized more for entertainment than for educational benefits Despite this, I assert that language games can significantly enhance the teaching of various English components, including language skills, vocabulary, grammar, and pronunciation, when implemented effectively.
Many schools today structure their English curriculum around four key language skills while still incorporating grammar lessons, as grammar is essential for students to achieve proficiency in these skills.
When I first studied English and many years later during the 1990s, grammar was taught by Grammar- Translation method Very few activities were done Students mostly listened to teacher's explanations and then did the exercises one by one Students might find learning grammar boring Moreover, students, at that time, might master grammar rules but were unable to use appropriate structures in real situations
Teaching grammar should be engaging and communicative, incorporating activities that encourage students to exchange information and interact Games serve as effective communicative tools, making the learning process enjoyable, interesting, and motivating for students.
Grammar lessons form the foundation of English learning, and incorporating language games can enhance the educational experience for both students and teachers As an English teacher, I adapt grammar sections to align with my students' levels and interests, recognizing that the uniform format of traditional grammar books can be dull By integrating games into lessons, I create a more engaging and motivating environment, allowing students to practice grammar points while enjoying the learning process.
Research questions
This research was conducted to explore how language games can be utilized as effective learning activities, aiming to make grammar lessons more engaging and meaningful for students.
This study aims at answering the following research questions:
1 What do English teachers and NEM students at AGU think about language games, especially grammar games?
2 How are grammar games being used in English classes?
3 What benefits do language games in general and grammar games in specific, bring to NEM learners of English at AGU?
4 How should games be used effectively in English grammar classes at AGU? (Some suggestions to use grammar games more effectively)
Significance of the study
As an English teacher, I aim to enhance my grammar instruction through the integration of games, which can make learning both enjoyable and effective This research not only serves my professional development but also provides valuable insights for fellow educators seeking to engage their students in grammar learning.
This research aims to enhance student motivation and interest in learning English By providing more opportunities to practice grammar through engaging games, students are expected to improve their grammatical skills effectively The integration of games as a teaching tool is essential for fostering a better understanding of grammar points.
Overview of the thesis chapters
This thesis consists of five chapters
Chapter 1 is an Introduction This chapter introduces the rationale of the study, the research questions, the significance of the study, and a brief look at the thesis chapters
Chapter 2, the Literature Review, examines relevant literature, ideas, and findings from various researchers related to the thesis's problems, serving as the foundation for the study This chapter is divided into two main sections: the first provides an overview of games, while the second discusses the perspectives of linguists on grammar.
Chapter 3 is Methodology The methods used to conduct the study are brought out in details
Chapter 4 is Findings and Discussion In this chapter, the information and the data collected are analyzed and discussed to answer the research questions
Chapter 5 is the last chapter where the researcher gives a conclusion for the whole thesis accompanied by some recommendations for better use of grammar games and for further research.
LITERATURE REVIEW
An overview about games
Games are a complex concept that many people feel they understand intuitively, yet defining them proves challenging As noted by Wittgenstein, the term "game" is notoriously difficult to articulate, highlighting the intricacies involved in capturing its true essence.
Khan from University of Warwick, England (as cited in Brumfit, Moon, and Tongue, 1991), when conducting research in psychology and game theory defined games as followed:
Games are structured activities defined by specific rules that establish clear objectives, marking the conclusion of the game upon their achievement They involve competition, whether among players or between players and set goals, and are designed to be enjoyable The essential element of play is fundamental to the gaming experience.
Cook (2000) suggested that games can be understood both in broad sense and in specific sense The latter has some relationship with language play He wrote:
The term "game" encompasses a variety of activities, from the playful interactions of young animals and children's imaginative play to the deceptive behaviors of adults Specifically, it refers to structured, competitive activities that are governed by rules and cultural norms Games offer valuable insights into language play because they are inherently human, incorporate elements of chance, serve as competitive tools, and reflect cultural values and identities According to Donne Byrne (1976), games are defined as "a form of play governed by rules or conventions."
Hadfield (1999) emphasized that games are structured activities with rules, objectives, and an enjoyable aspect, arguing that they should be an essential component of the language curriculum rather than merely a fun diversion He highlighted that language games employ diverse techniques such as information gaps, guessing, matching, and role-playing, which can enhance the learning experience.
According to Smith (2005), a language game is an effective classroom tool that allows learners to use their existing language skills in a relaxed environment, promoting free expression while completing tasks, solving problems, or sharing information These games can vary in complexity, from simple activities designed for beginners to more intricate simulations aimed at advanced learners for revision purposes.
Seaton (1982) explored the concept of "games" in education, building on Lee's (1979) findings, and emphasized that the core of classroom games lies in friendly competition, whether against others or oneself These games not only provide clear and motivating goals but also enhance the learning experience by fostering enjoyment, variety, and social interaction among students and teachers, thereby creating a relaxed atmosphere Repeated use of language is crucial for learning, and language games serve as effective tools for reinforcing this process They incorporate dynamic elements such as gestures, tactile experiences, and visuals, making them adaptable for learners of all ages and skill levels By tailoring games to suit specific age groups and interests, educators can facilitate a more engaging and comfortable learning environment that supports both teaching and learning.
Lee (1979) highlights the challenge of distinguishing between real games and game-like activities in language teaching, noting that games with clear beginnings, endings, and rules often blend into less formal activities In contrast, Ur (as cited in Janssens, 1989) defines a game as a recreational activity with a clear objective, governed by rules, and designed for enjoyment, while game-like activities incorporate game features into routine language practice These features serve multiple purposes: enhancing the authenticity and communicative nature of language use, increasing student motivation through enjoyment, and establishing clear boundaries within the activity to guide student actions.
Regardless of how we call the activity, game or game-like activity, what I mean by
In this thesis, the term "game" refers to an engaging activity that combines fun with a clear goal and educational value For the purposes of this discussion, both games and game-like activities will be collectively referred to as "games."
Games in general and games for language teaching and learning in specific have a lot of advantages as many researchers have found
Cook (2000) found that “game, like language use, offers the same opportunity for individual display and communal enjoyment” and “games are vehicle for competition and collaboration” (p.128-129)
In the 17th century, Comenius identified seven key elements in games that significantly enhance language learning: movement, spontaneity, social mixing, combined effort, order, ease, and relaxation (Kelly, 196, p 100).
Cook (2000, p 194-201) also set out the advantages of incorporating a play element into language teaching as follows:
Advantage 1: A play element would validate the explicit deductive teaching of rules (where possible in the students’ first language) and frequent subsequent discussion of them by teachers and students in the light of practice
Games involve discussions about rules at various stages, including before the first play, before each game, and during post-game analysis This pattern is also evident in activities like meetings, legal processes, rituals, and political competitions Therefore, it is reasonable to conclude that language learners would find this approach familiar, relatable, and beneficial.
Advantage 2: A play element would help to remedy the apparent dilemma of needing to choose between an emphasis on structure or an emphasis on use In games, “there can be no claimed division between form and function.”
Advantage 3: - A play element would license the treatment of the classroom as an
“artificial” rather than a “real” environment
- A play element would legitimate the use of invented examples focusing upon particular forms
- A play element would reinstate rote learning, repetition, and recitation as enjoyable learning strategies
Advantage 4: A play element would broaden the range of permitted interactional patterns within the classroom
In classrooms, students can engage in diverse combinations, including working individually, in pairs, small groups, or as a whole class Each arrangement offers unique pedagogical benefits and mirrors the collaborative dynamics found outside the classroom Additionally, these combinations facilitate interactions with the teacher, enhancing the learning experience.
Advantage 5: A play element allows the forces of change and tradition to coexist, and the teacher to move freely and as necessary between the exercise and the abdication of authority
In gaming, players are required to follow specific rules that govern their actions, speech, relationships, and even attire, which may not be entirely self-determined However, games also encourage personal expression and foster creativity, allowing for a sense of limitless possibilities.
From the above advantages Cook suggested, games and activities are definitely invaluable to a foreign language teacher Carrier and the Center for British Teachers
(1980) summarized the advantages of using games as follows:
1 Games add variety to the range of learning situations
2 Games can be used to change the pace of a lesson and so maintain motivation
3 Games can be used to punctuate long formal teaching units and renew students’ energy before returning to more formal learning
4 Games can give “hidden” practice of specific language points without students being aware of this
5 Games encourage students’ participation and can remove the inhibitions of those who feel intimidated by formal classroom situations
6 Games can change the role of teacher from that of formal instructor to that of manager or organizer of activities that students enjoy participating in This can be useful in reducing teacher-student distance or conflict
7 Games can increase student-student communication, and so reduce the domination of the classroom by the teacher
8 Games can act as a testing mechanism, in the sense that they will expose areas of weakness and the need for remedial work (p 6)
Grammar
According to the Longman Dictionary of Contemporary English, grammar is defined as the study and practice of the rules governing how words change their forms and are combined into sentences.
Harmer (1992, p.1) also added that “grammar is the way in which words change themselves and group together to make sentences.”
According to the Dictionary of Language Teaching and Applied Linguistics, grammar is defined as the description of a language's structure, detailing how linguistic units like words and phrases combine to form sentences This definition also considers the meanings and functions of these sentences within the language's overall system (L H Nguyen, 2005, p 6).
Grammar is fundamentally the framework that dictates how language organizes and combines words to create meaningful expressions As defined by Ur (1991), it encompasses the rules that guide the construction of meaningful units in any language When a learner is said to "know grammar," it signifies their ability to master and apply these rules effectively, allowing them to communicate in forms that are widely accepted and understood.
Grammar, as defined by Thornbury (2000), involves the study of the possible forms and structures within a language, primarily focusing on sentence analysis It serves as a description of the rules governing sentence formation, explaining why certain sentences are deemed acceptable The rules that dictate word order in sentences are known as syntax, while those related to word formation are referred to as morphology Therefore, grammar is conventionally viewed as the exploration of both syntax and morphology, examining how words are organized in specific sequences and identifying the types of words that can occupy particular positions within those sequences.
According to Thornbury (2000), a proficient amateur grammarian must understand the specific constraints governing sentence structure and element arrangement, which vary across languages For foreign language learners, the ability to recognize and construct grammatically correct sentences is crucial; however, this alone is insufficient Context plays a vital role, as a grammatically correct sentence may lack meaning in certain situations, exemplified by the sentence "We are at home right now," which can be contextually irrelevant.
This is 2680239 We are at home right now Please leave a message after the beep
Therefore, we need to consider the meaning- making potential feature of grammar
Grammar is essential for conveying meaning, especially when context is absent For instance, when a child says "Mummy book," the intended message may be unclear without additional context.
That’s mummy’s book or Mummy’s got a book or Mummy, give me the book
Thornbury (2000) emphasizes that learners must understand not only the possible grammatical forms but also which specific forms effectively convey their intended meanings This perspective positions grammar as a crucial tool for communication Therefore, language teachers should direct learners' focus towards both the structures of the language and the meanings that these structures communicate.
The authors discussed in this section define grammar as the arrangement and structure of words within sentences, emphasizing both their forms and the meanings they convey.
2.2.2 The role of grammar in language teaching
According to Janssens (1989) “grammar is central in learning another language and is one of the ways of mastering it”
Mastering a language requires a solid understanding of grammatical rules, whether they are implicit or explicit Knowledge of these rules is crucial, as it enables individuals to effectively construct sentences and communicate ideas clearly.
Natural learning, exemplified by a child's acquisition of their first language, occurs effortlessly due to high motivation and ample time, leading to automatic absorption of material In contrast, formal education often lacks the same level of time and motivation, necessitating a structured approach to learning for maximum efficiency This involves creating a well-organized syllabus that systematically presents knowledge for optimal acquisition Additionally, an effective classroom teaching plan is essential, allowing learners to focus on mastering specific components of the target language—such as spelling, pronunciation, vocabulary, and grammar—on their journey to comprehensive language acquisition.
Grammar serves as a foundation for classroom activities where it can be the primary focus of learning However, mastering grammar should be viewed as a long-term goal that aids in overall language proficiency rather than as a standalone objective Initially, students may engage in exercises that involve rote manipulation of grammatical structures, but it is essential to swiftly transition to meaningful activities that promote effective communication.
The role of grammar in language teaching has long been a contentious issue among linguists, with Thornbury (2000, p 14) noting that the grammar debate has captivated both theorists and practitioners alike This ongoing discussion has shaped the history of language teaching, reflecting a spectrum of claims for and against grammar instruction Consequently, varying attitudes towards grammar influence differences in teaching methods, teacher perspectives, and learner experiences.
Thornbury (2000) then cited some statements on the value of grammar instruction as follows:
The effects of grammar teaching …appear to be peripheral and fragile (Stephen Krashen, an influential, if controversial, applied linguist)
A sound knowledge of grammar is essential if pupils are going to use English creatively (Tom Hutchinson, a course book writer)
While many languages feature complex grammatical structures, English is relatively straightforward in its grammar Therefore, a deep understanding of English grammar is not essential for effective communication, as highlighted by a London language school's promotional material.
Grammar is not the basis of language acquisition, and the balance of linguistic research clearly invalidates any view to the contrary (Michael Lewis, a popular writer on teaching methods)
Cotter (2005) highlighted the crucial role of grammar in language education, asserting that a solid understanding of grammar is essential for effective communication He argued that without grammar, words lack coherence and meaning Furthermore, Cotter stated that teaching grammar equips students with the tools necessary for self-expression and meets their expectations of learning a foreign language.
2.2.3 Arguments for and against grammar teaching
To some authors, grammar is essential to the teaching and learning of foreign languages Other linguists, on the contrary, considered studying grammar rules as a waste of time
Thornbury (2000, p 15-17) summarized many arguments for and against grammar
Thornbury introduced seven of the arguments for putting grammar in the
Language learning involves item-learning, which is the memorization of individual words and phrases However, our capacity to retain and retrieve these items is limited Consequently, understanding grammatical rules becomes essential, as they enable the generation of new sentences from a finite vocabulary Grammar acts as a "sentence-making machine," providing learners with the tools for boundless linguistic creativity.
Games in grammar
According to Beare (n.d), teaching grammar through games has proven to be one of the most successful methods of helping students acquire grammar skills
Learning grammar often requires repetitive drills, which can become monotonous (Harmer, 1992) To enhance the learning experience, teachers should seek methods to make language practice more engaging and meaningful Interactive activities, when well-designed, can significantly improve language teaching and are particularly beneficial for grammar instruction Harmer recommends various games, including noughts and crosses, tic-tac-toe, general knowledge quizzes, and board games, as effective tools for grammar practice.
Lewis (1985) emphasized that combining enjoyment with usefulness enhances language learning, as many students often find the process tedious and only attend classes due to external pressures like parental expectations or job requirements Students with low motivation can achieve greater success when they find enjoyment in their learning activities Engaging methods, such as games, tend to be more appealing to students than traditional grammar exercises When learners enjoy their activities, which also serve a serious educational purpose, the effectiveness of language acquisition is significantly increased compared to conventional practices.
Lewis (1985) highlights that language games are defined by the repetitive use of the same formulas, a trait that is also evident in structured practices This similarity suggests that many language games can be transformed into engaging and effective structured practices.
Lewis (1985), when introducing techniques for teaching structure, stressed that grammar can be fun He wrote:
Engaging grammar practice can be enjoyable when teachers infuse fun and humor into lessons, making activities lively and frequent Instead of simply delivering pre-packaged information, encouraging students to explore and discover grammatical structures on their own can enhance their learning experience.
The more the teacher can change the emphasis of grammar practices in this way, the more students will enjoy and benefit from the lesson
According to Saricoban and Metin (2000), games play a crucial role in grammar lessons by enhancing the connection between form and discourse Numerous grammar games are available in teaching resources, allowing learners to practice and internalize grammatical structures effectively Well-designed games not only motivate students but also alleviate classroom stress, creating a more engaging learning environment.
Janssens (1989) claimed that the educational value of grammar games has long been accepted by the teaching community He presented the real pedagogical value of grammar games as followed:
- They are lively, involve students in thinking and communicating, not just drilling;
- They allow students to work in groups, and to show themselves and the teacher how much/ little grammar they know;
- They can be used diagnostically or as a means of revising grammar points
In short, games are good activities for grammar lessons Teaching and learning grammar can be more successful and interesting with games.
