Literature Review
The language game that has been created is based on two major language learning theories. The theories mentioned are communicative approach to language learning and interactionist view on language learning. In this paper we will discuss on how the language games can help language learning by looking at the theories used.
In the communicative approach, it aim is to make students communicatively competent. Being communicative competence means that being able to use the language in an appropriate context (Chitravelu, N., Sithamparam, S., Teh, S.C., 1995). The students must have the appropriate knowledge on the linguistic forms, meanings and functions to be able to communicate communicatively (Chitravelu, N., Sithamparam, S., Teh, S.C., 1995). This means that by giving students a task, that is to find the other half of their proverb or similes, the students needs to choose the most appropriate linguistic form to use. In this context, to find out the other half to their similes or proverbs by asking other people. Students interact a great deal with one another (Chitravelu, N., Sithamparam, S., Teh, S.C., 1995) to enable them to get the task done.
In the interectionist view on language learning, Long (1985) views that tasks in which there is a need for the participants to exchange information with each other promote interectional modifications. This mean that two-way information exchange tasks and closed tasks promote more interectional modifications. In this game, students are required to exchange the information that they have to be able to complete their task. Vygotsky (1978, cited in Lightbound and Spada 2000:23) indicates that language develops entirely from social interaction. He further agues that children will be able to advance to a higher level of knowledge and performance than they are capable of when they are in a supportive interactive environment. In this game, every student is put in the same environment, that is to produce utterances to be able to complete a task. So, when every student tries to produce utterances, they students would not feel threaten by the environment because their peers are in the same situation. Swain (1985) agrees with Krashen’s (1982) view that comprehensible input is necessary in language learning. However, there must be comprehensible output as comprehensible input alone is not adequate for language learning. So, it is okay to force the students to use the language in this game.
Based on the theories mention, it is hope that this language game can help students to be able to communicate communicatively in exchanging information. Thus, improving their language skills in communicating with one another