t18 FUNCTIONS OF GAMES & CREATIVITY

THEME 18 GAMES FUNCIONES DEL JUEGO Y DE LA CREATIVIDAD EN EL APRENDIZAJE DE LAS LENGUAS EXTRANJERAS. DEFINICIÓN Y TIPOLOGÍA DE JUEGOS PARA EL APRENDIZAJE DEL PERFECCIONAMIENTO PERFECCIONAMIENTO LINGÜÍSTICO. EL JUEG JUEGO O COMO COMO TÉ TÉCN CNIC ICA A LÚDI LÚDICO CO-C -CRE REAT ATIV IVA A DE ACCE ACCESO SO A LA COMPETENCIA COMUNICATIVA DE LA LENGUA EXTRANJERA. I.

FUNCTIONS OF GAMES AND CREATIVITY IN FOREIGN LANGUAGE LEARNING. Distinction game & play Creativity Creativity and games (matched) Function of games 1. Formative 2. Social 3. Coop ooperat eratio ionn 4. Cultur tural (Limitations: environmental, social, personality) Advantages o o o o

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DEFINITION AND TYPE OF GAMES FOR LANGUAGE LEARNING AND PROFICIENCY Definition (natural enjoyable, spontaneous, pure activity) Classification Classification of games - Attending to the purpose: linguistic game / communicative game - degr degree ee of of coop cooper erat atio ion: n: coo coope pera rati tive ve,, comp compet etit itiv ivee and cooperative and competitive games - tech techni niqu que: e: gue guess ssin ingg game games, s, sea searc rchi hing ng,, matc matchi hing ng,, exchanging. - Grouping: individual, pairs, team, whole class cooperation. - Role o o

III. III. GAME GAMES S AS PLAY PLAY AND CREA CREATI TIVE VE TECH TECHNI NIQU QUES ES TO ACHI ACHIEV EVEE FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE Communicative learning theory Sub-competences Other basic competences (Written games) (Oral games) o o o o o

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THEME 18 GAMES INTRODUCTION The actual ways of enjoying such as videogames or the competition games don’t show children the values or the necessary techniques to solve problems. The conflict between them and their electrical games don’t require any kind of communication. The game is always right and children can finish with the problem just pressing the off and on bottom. Children need to learn ways of communication more productive, more realistic and more affective to be happy adults in the future. Games are essential for a child’s development . Children need to play in order to develop as human beings. Any activity they carry out is a game for them. Our oldest students may think that games are infantile but it is just an excuse because they like them and prefer playing a game than developing other activities. Games are one of the most efficient techniques in the foreign language learning. At this theme, we are going to show the main characteristics of games and how to use them in order to get some educational purposes mostly related to foreign language teaching. So, let’s start showing the relationship between games and creativity and their functions in the English classroom. I.

FUNCTIONS OF GAMES AND CREATIVITY IN FOREIGN LANGUAGE LEARNING.

First of all, it is necessary to make a distinction between play and game : A game consists of playing governed by rules. For example, kicking a ball is a play but adding rules about how and where you can kick the ball turns this play into a game. Therefore, a game is an activity carried out by cooperation and competing decision makers to achieve a goal. Creativity  is

children’s natural way of thinking and it can be the ability to conceive new ideas and to see new relationships between things. Games involve creativity  because

of the unpredictable aspect of games which need of creativity to be solved. There is no play without creativity. 2

THEME 18 GAMES Games are creativity are absolutely matched because games are the natural environment where creativity thinking lives, and without a creative attitude would be impossible to develop any kind of game. The main FUNCTION OF GAMES is to encourage creative thinking and imagination. But there are others: Games help students to develop their personality. When children play they learn because they get new experiences, because they have the opportunity to do it right or wrong, because they can apply their knowledge, because they can solve problems. They contribute to an atmosphere of healthy competition and provide a place for natural language in a nonstressed situation.

1. FORMATIVE

ASPECT :

2. SOCIAL ASPECT :

Games help to shape a person socially, every student has to contribute in some way when is playing a game, and games must depend on pupil’s participation. Students must follow some rules and respect them. They involve equal participation from both: slow and fast students. Through games we can also help to overcome their shyness. Some games can teach students about other cultures and their different aspects and also can show pupils their proximity with other cultures when they play games. Example: “canicas” in Spain

3. CULTURAL ASPECT:

Games are one of the most successful tool to get pupil’s involvement in activities that promote a great variety of learning situations. Through games students acquire language proficiency because they focus attention on specific structures, grammatical patterns and vocabulary items. They promote moments of relaxation after prolonged deskwork. Games can functions as reinforcement, review and enrichment. They can be used in any language situation and with any skill area. Games provide immediate feedback for the teacher and, finally, they ensure maximum students participation.

4. PRACTICAL ASPECTS:

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THEME 18 GAMES (Limitations)

All children are born creative, they need to explore, investigate, and discover new things but this capacity is usually limited by: a. Environmental factors: physical structure of the classroom b. Social values: a creative child is usually nor rewarded in class c. Personality: the attitude towards oneself affects the creative process. However, all these limitations can be minimised with the careful planning carried out by the teacher. GAME’S ADVANTAGES

Brewster and Ellis suggested a list of some of the advantages of using games, songs, rhymes, role-plays and so on, for language learning purposes: Variety is added to the rage of learning situations. 2) The pace of the lesson can be changed into a more motivational situation for children. 3) More formal teaching can be “lightened” , thus reviewing pupil’s energy. 4) Hidden practice of specific 5) Listening skills, attention span and concentration are improved 6) Pupil’s participation is encouraged 7) Increasing pupil-pupil communication 8) Any distance between teacher and pupils 9) Through games, teacher can identify problems and areas of weakness. 1)

Let’s see now the different kind of games involved in the teaching of foreign languages.

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THEME 18 GAMES II. DEFINITION AND TYPE OF GAMES LANGUAGE LEARNING AND PROFICIENCY

FOR

The game is a natural activity in children: it’s enjoyable, spontaneous and a pure activity.

It is natural because it appears in all children as a necessity of their own human condition; It is enjoyable because children show a clear interest for them and also it involves fun; It is spontaneous because it is not promote by any external factors and arises by itself to the extent that we say that the child is sick when he is not playing; and finally it’s pure because games are played just for pleasure. When pupils play games they do it just for pleasure; teachers are who must try to use this amusing tool for educational purposes and, we are who make the classification of games taking into account these educational goals: 1. 2. 3. 4. 5. 6. 1.

PURPOSE DEGREE OF COOPERATION TECHNIQUE TYPE OF GROUP MEDIUM LEARNER AND TEACHER’S ROLE According to the PURPOSE: Correction or linguistic games: These games depend upon players producing correct language. It is focused on accuracy. Thorough these kind of games we practice grammar conventions, structures and vocabulary. It is full of repetitions. o

These types of games limit students’ creativity because it does not promote fluency language. For example: “Simon says”. However, sometimes they are useful because it helps to fix memorization, repetitions, etc.

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THEME 18 GAMES Communicative games: These games focus on the overall message of the players. The content is much more important than the form. However, it could be thought that communicative games don’t improve accuracy but the range of language needed can be limited so that students are repeating structures many times. o

This type of game often relies on an information gap. Students can measure their own success by the speed and efficiency with which they reach the objectives of the game. In a communication game there is always more than one way to reach the objective. The two types of games are not in conflict. Each one has its place on a teaching programme. Both type of games focus on acquiring proficiency but, we, as teachers know that there are a wide number of games which can be played in an integrated way with the purpose of proficiency. 2. According to the DEGREE OF COOPERATION There are many games which involve competition but there are others in which cooperation is the main thing. In other games, we can find both, cooperation within a team and competition against another team. In competitive games our pupils race to be the first to reach the goal while in cooperative they must work together towards a common objective. Generally speaking, we can say that cooperative games are better than competitive but we are sometimes pushed to use competitive games since they are highly motivating with younger students who love competition. So we have to bear in mind that competing groups must be equally balanced, so none of them can always win. 3. According to the TECHNIQUE Games use a great variety of different techniques and procedures in order to maintain the motivation on. Some of these techniques are: a. Guessing b. Searching c. Matching d. Simulation e. Exchanging and collecting f. Puzzle solving g. Role play 6

THEME 18 GAMES Later we will see some examples of games which use these techniques. 4. According to the TYPE OF GROUP - Individual - Pair games - Team games - Whole class games It is better for students to keep the same group throughout the year, they will have a stronger sense of team. 5. According to the MEDIUM There are games which are entirely oral or written. Activities in the classroom must foster both, the written and the oral skills. At the beginning it is difficult to introduce and make use of written games, but some simple written games aiming that accuracy when writing are the most convenient, such as crosswords. Other written games seem to be more suitable for older learners. However, games provide a reason to write which must be developed from the beginning. On the other hand, oral games can serve as icebreakers and provide a necessary step between controlled to free conversation. 6. TEACHER’S ROLE

According

to

the

LEARNER

AND

Our pupils must always be participants while the teacher’s role varies enormously. In fact, one of the aims of games is to reduce distance between the teacher and students. III. GAMES AS PLAY AND CREATIVE TECHNIQUES TO ACHIEVE FOREING LANGUAGE COMMUNICATIVE COMPETENCE

The Communicative learning theory says that the goal of language teaching is communication and that communication is also the mean to that end, that is to say, the most effective way of learning a new language is by using it to communicate, using the four linguistic skills. The communicative competence model recognizes two important factors on teaching learning process: the declarative and procedural knowledge.

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THEME 18 GAMES We can relate these two concepts to notions and functions into a functional-notional syllabus: notions are declarative knowledge that is theoretical concepts. On the other hand, functions are the situations where we have to put into practice that declarative knowledge. Communicative competence has four main sub-competences, which deal with all the different aspects that appear in language orally and written: 1.

2.

3.

4.

Grammatical competence: is the capacity to know and put in practice the rules of use of a language. This competence focuses directly on the knowledge and skill required to understand and express accurately. We can use linguistic games. Sociolinguistic competence focuses on sociocultural rules of use and rules of discourse. It is concerned with the proper use of language according to the context which depend on contextual factors ( status of participants, purposes of interactions, convention, etc) Discourse competence focus on how to combine grammatical forms and meaning to achieve an unified spoken or written discourse. It main elements are cohesion and coherence. We can use Chinese whispers  Strategic competence, says that verbal and non-verbal communication strategies may be called into action. We can use mime games 

In addition, by playing games we are contributing to develop the communicative competence and other basic competences such as: Linguistic communication competence. Rhythm games  contribute to the development of this basic competence as well as linguistic games such as “ top and tail ”. Learning to learn competence. When students play spelling games they are developing a sill that can be applied to other situations and languages. TPR games  Autonomy and personal initiative. contribute to a better knowledge of our body and physical capacities that are some of skills required to get authonomy. Information processing and competition in digital. Mostly of digital games require some knowledge of English, for instance, “game over”

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THEME 18 GAMES Social and civic competence, the own definition of games include the respect for rules and other as the way to play, this is a good example of this contribution. Although to a lesser extent, games develop the Artistic and cultural competence because language productions contain a cultural component. By playing finger plays  or rhythm games  we are developing this competence. Math competence is developed when practising numbers, sequences, and math operations. For example, when playing a bingo . We cannot divide games according to the communicative competence

they are used for because mostly of them are suitable for more than one, but at the same time, we will see how games contribute to the achievement of communicative competence rather orally as written. GAMES TO ACHIEVE WRITTEN COMPETENCE

Spelling games: alphabet races, spy code, scramble words, steping stones, hangman. Vocabulary games: focus on repetition, memorization. For instance, observe and remember, remember and add, animal squares, shopping tour, the A to Z banquet, and “I spy” (I spy with my little eye something beginning with T.. Uhhmmm! Me” Tribunal!) Structures games: Yes/no questions, all the guessing games Reading games: suitable for younger students to show understanding without producing. Usually with a set of written cards with commands in them Writing games: those are the most difficult to be worked inside the English classroom, for example: the story of your life, short story nightmare, A through Z, analogies. o

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GAMES TO ACHIEVE ORAL COMPETENCE Apart from those versions of the previous ones, which can be developed orally and written: Pronunciation games from isolated to sounds or words: whisper, phonetic bingo o

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THEME 18 GAMES o o

Listening games: TPR Role-play and dramatizations: story in a bag

CONCLUSION Game is a powerful tool of communication and socialization. It is necessary in child’s development and it contributes to participative attitudes, cooperation, help, it develops the imagination, creativity, improve the senses, the learning, help to solve problems and promote the social interactions between individuals. Brierley said “a child does not learn from a passive kaleidoscope of  experiences but from the outcomes of actions that he or she has  initiated”.

This phrase and a lot of research show that children were more receptive to teaching where they had been given the opportunity to be actively involved in the learning process. Games respond to these characteristics and they also follow the famous principle of “I hear and I forget, I see and  I remember, I do and I understand” 

We develop a great variety of knowledge and experiences in our students by contributing to other competences and by working communicative competence and, all these processes can be experiences and acquired by playing games. BIBLIOGRAPHY o

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Maria Teresa Corchado, Adrian Birtwistle, and the teachers of Lancashire College, The ELT Game: Games and Actitivities for the teaching of English. Cáceres, 1992. Brierley, J. Give me a child until he is seven, 1987. Material del curso “ Inglés en educación infantil II” CPR Cáceres, 2000. Material del curso “ El papel del juego en la educación” Sindicato Pide, 2008.

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