3 Focuses on grammar communicatively c. Class Dynamics:
1 Student centered 2 Teacher acts only as facilitator
3 Builds class cohesion 4 Fosters whole class participation
5 Promotes healthy competition.
d. Adaptability: 1 Easily adjusted for age, level, and interests
2 utilizes all four skills 3 requires minimum preparation after development
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So games making learning easier in an enjoyable way suggests that games are full of fun which leads to successful learning. In many games,
learners are required to cooperate to achieve the goal and most learners enjoy cooperation and social interaction. It is believed that when
cooperation and interaction are combined with fun, successful learning becomes more possible.
3. Types of Communication Games
Classifying games into categories can be difficult, because categories often overlap. Hadfield explains two ways of classifying
language games. She divides language games into two types: Linguistic Games and Communicative Games.
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Linguistic games focus on accuracy, such as supplying the correct antonym. On the other hand, communicative
games focus on successful exchange of information and ideas, such as two people identifying the differences between their two pictures which are
similar to one another but not exactly alike. Correct language usage,
though still important, is secondary to achieving the communicative goal.
LEE added that communication games are not necessarily lengthy or complex. There is something to be communicated to others or to be
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M. Martha Lengeling and Casey Malarcher, Forum Vol. 35 No 4, October - December 1997 Page 42.
http:exchanges.state.govenglishteachingforumarchives1997docs97-35-4- h.pdf
. Retrieved on January, 12 2011.
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Jill Hadfield, Intermediate Communication Games, Edinburg: longman, 1996. p. v
found out from others, and the learners want to keep the game going because they are interested in it.
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Moreover, Hadfield classifies language games into many more categories
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: a. Sorting, ordering, or arranging games.
For example, students have a set of cards with different products on them, and they sort the cards into products found at a grocery store and
products found at a department store. b. Information gap games
In such games, one or more people have information that other people need to complete a task. For instance, one person might have a
drawing and their partner needs to create a similar drawing by listening to the information given by the person with the drawing. Information
gap games can involve a one-way information gap, such as the drawing game just described, or a two-way information gap, in which
each person has unique information, such as in a Spot-the-Difference task, where each person has a slightly different picture, and the task is
to identify the differences. c.
Guessing games These are a variation on information gap games. One of the best
known examples of a guessing game is 20 Questions, in which one person thinks of a famous person, place, or thing. The other
participants can ask 20 YesNo questions to find clues in order to guess who or what the person is thinking of.
d. Search games
These games are yet another variant on two-way information gap games, with everyone giving and seeking information. Find Someone
Who is a well known example. Students are given a grid. The task is to
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W R LEE.. Language Teaching Games and Contests, 2
nd
Ed, Oxford University Press, 1980, p. 2.
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Jill Hadfield , Intermediate Communication Games, Edinburg: longman, 1996, p. v-vi
fill in all the cells in the grid with the name of a classmate who fits that cell, e.g., someone who is a vegetarian. Students circulate, asking and
answering questions to complete their own grid and help classmates complete theirs.
e. Matching games.
This game involve matching corresponding pairs of cards or pictures and may be played as a whole class activity, where everyone must
circulate until they find a partner with a corresponding card or picture. f.
Labeling games These are a form of matching, in that participants match labels and
pictures. g.
Exchanging games In these games, students barter cards, other objects, or ideas. Similar
are exchanging and collecting games. Many card games fall into this category.
h. Board games
Scrabble is one of the most popular board games that specifically highlight language.
i. Role play, simulation and drama games.
Role play can involve students playing roles that they do not play in real life, such as dentist, while simulations can involve students
performing roles that they already play in real life or might be likely to play, such as customer at a restaurant. Dramas are normally scripted
performances, whereas in role plays and simulations, students come up with their own words, although preparation is often useful.
In addition, Harmer classify communication games into four categories,
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those are: a.
Find the differences or similarities
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Jeremy Harmer, The Practice of English Language Teaching; New Edition, New York: Longman, 1991 , p. 126-129
Students are put into pairs. In each pair Students A is given a picture which is similar, but the different in some vital respect. They are told
that they must not look at each other’s material but that they must find out a certain number of differences between the two pictures through
discussion only. b.
Describe and arrange Students are told they are going to work in pairs. In each pair Student
A is given the following pictures and told not to show them to Student B. on the other hand, student B is given the same pictures but cut up so
they are not in any order. Consequently, Student B must arrange the pictures in the same order as students A’s.
c. Story reconstruction
Students are given different parts of a picture story. They have to reconstruct the whole narrative even though individually they have
seen only a small part of it. This is done because each member of group has seen a different picture; by talking about their pictures
together the narrative emerges. d.
Poem reconstruction The same principle of reconstruction can be applied to simple poems.
Students have to reassemble lines which they are given. The activity mixes reading, listening and discussion.
C. Teaching Speaking Through Communication Games
