Language Games in the classroom
Literature Review

“Game is defined as any contest (setting) among players, interacting within a set of limitations (rules) to achieve an objective (Evans, 1979).

What can games offer language learners? What advantages do they have over more conventional language learning methods?
One of the basics characteristics of games is that they are entertaining. Learners enjoy the give and take of social interaction. Learners are excited by competition and by the suspense of not knowing what the outcome will be or who will be the winner. Learners like to experience situations where each person has a chance to win or to have his participation recognized. In short, playing game is fun.
Entertainment is powerful motivation and should not be overlooked as important part of language learning (Evans, 1979). The power of games to make language learning fun and entertaining is one of their most valuable educational characteristics and should be used to maximum effectiveness.
Beside the fun aspect, games also involve learners directly in the process of learning. These way learners are unable to use their knowledge to do something. Through games the correctness of the learners effort is almost always immediately known. This is essential as learning is most effective, when an immediate response about the effectiveness of learners’ effort, is derived. In addition to the immediate feedback, an important part of games is the non-threatening nature of this feedback and the chance to try again quickly (Evans, 1979).
Furthermore, skills learned through games are much more easily applied to real-life situations than those acquired in lessons. Games are also used to assist learners who find difficulty in learning by traditional method (Armstrong, Percival and Saunders, 1994). Unlike many other types of educational materials, games can be used over and over again by the same learners. The outcome of a game is rarely the same each time it is played since different actions are taken leading to different results.
The flexibility theory allows games to be adapted to fit the special conditions under which they are being played. In short, games can be used for a wide and effective variety of educational purposes.
The game is started of by the teacher, who pastes a word (first word) on the board. Students are required to form a word in their groups, using the letter cues based on the letter from the first word as contextual clues. Each group is given 30 seconds to produce a word. The handout serves as a reference for the students to form words.
Letter rummy requires students to work in groups. Each group may consist 5-6 students. A representative from each group picks 10 letter cues from the teacher.
Letter Rummy is a game, which is similar to scrabble. It is played with letter cues and student’s handout, which has columns to help students to form words.
Letter rummy illustrates a game where there are numerous correct answers. Each group has a turn to form a word with the combination of 10 letters. Therefore there would be several different words produced.
Each group is required to replace the letters, which have been used to form words by picking up more letter cues from the teacher. The groups have to maintain their deck with 10 letter cues until they form a word using all the 10 letter cues. In every round, a group, which fails to produce a word within 30 seconds, misses its turn. Winner of the game is determined based on the amount of remaining letter cues in their deck. Here, the fastest group to clear his deck of letter cues in a single word becomes the champion.
Letter rummy, as described above involves a combination of experiential learning theory and collaborative learning theory. This can be seen as the game is conducted to suit the level and interest of the students. The external threats are also kept at a minimum throughout the game. For example, teacher does not interfere in the students’ group works, but facilitates and guides students when required. The group works allow self- initiated learning, which is most lasting and pervasive.
The game mainly involves groups of students working together to create a product (word). According to cognitive approach in collaborative learning, for learners to retain and comprehend knowledge, it must be placed in conceptual framework.
Consequently, letter rummy requires each group to consist of 5-6 students, so that the learners have the opportunity to rehearse their understanding with each other and develop. Conversations, which occur in group discussions, allow students to gain new knowledge.
The games also encourage cooperative learning through group works, which create an environment that motivate learning. Here, students help each other in acquiring knowledge. Hence, there is a driving force to foster positive interdependent relationships between group members.








REFERENCE:
Armstrong, R., Percival, F. and Saunders, D. (1994). “The Simulation and Gaming Yearbook”. Volume 2. London: Biddles Ltd, Guilford and King’s Lynn.
Evans. D.R. (1979). “Games and simulation in literacy training”. Great Britain. The Pitman Press, Bath.