It is widely accepted that learners absorb and retain more information when they are engaged and having fun in the language classroom. Interaction between learners will occur naturally and consequently provide an environment for authentic communication practice. For the purpose of this blog, the word ‘fun’ is interpreted as being entertaining and engaging. A good test, as suggested by Wright, Betteridge and Buckby (2009), might be to ask: ‘Would the learners be happy to do this activity in their own language?’
What do learners gain from group activities?
Language is about communication between people. English language learners progress by engaging in real world communication which involves more than one person. In this way they enhance their linguistic skills and foster an environment of collaboration and support among learners. In addition, young learners benefit from developing a range of wider skills through group interaction, such as negotiation, sharing knowledge, and team building, to name a few. Examples of group activities are:
- task-based learning activities
- team games (e.g. splat or running dictations)
- creating a presentation
- problem-solving games which require learners to share ideas
- guessing games involving questioning and specific vocabulary
Why games?
A good classroom game isn’t just about winners and losers. It should challenge all learners to participate without fear of failure. Everyone should feel inspired to ‘have a go’ and do their best. Games support language acquisition in a number of ways:
- Games help sustain interest and motivation. Language learning is hard work so games can lighten the load.
- Games create context where the language is useful and meaningful. A game can be one way of helping learners experience language rather than just studying it.
- Repeated use of language occurs in many games and provides an opportunity for consolidation and often has the same effect as drilling a language form but in a more fun way.
Games should be central to learning because they can provide intense and meaningful practice. Therefore, they shouldn’t be regarded as merely a way of passing the time.
Icebreakers
The purpose of icebreakers is to ensure learners are comfortable with each other and feel confident to participate. They also focus the lesson on a learning activity while at the same time inviting learners to share personal information rather than challenging them.
Varying activities to suit a range of learning styles
Although learning styles are not exclusive and the same person may sometimes lean towards one style or another, each learner will have a preference.
As Wright, Bettridge and Buckby note, teachers are like gardeners responsible for tending different types of plants, ‘some requiring a lot of sunshine and others shade, some pruning and others left alone.’ You need variety to help learners flourish. You can download our associated resource for some ideas by clicking on the buttons at the top or bottom of this article.
Practising punctuation
Clear pronunciation supports understanding and communication. Group activities are a perfect environment for learners to recognise the importance of accurate pronunciation.
According to Hancock, “Pronunciation is often taught through the teacher providing a model for learners to listen and repeat. This is a valuable way of teaching pronunciation, but it neglects a need many learners feel to understand what they are doing.” (Hancock, 1996) Pronunciation games focusing on rhythm, stress, linking, and minimal pairs can provide these insights in a memorable way and encourage independence.
The teacher's role
It is not sufficient to decide to ‘throw a game into a lesson’ just to be fun. There needs to be a specific purpose, that is to say it should be appropriate and useful, as well as motivating. Games need a clear purpose and connection to language goals.
Pre-teach necessary vocabulary, pronunciation or language structures, being sure to choose the correct level to promote success. Group students thoughtfully, and provide opportunities for them to work with different learners.
During the games, the teacher should also be engaged by moving between groups, listening in, monitoring and only helping if absolutely necessary. Finally, the teacher should provide feedback at the end, rather than during the activity, so as not to interrupt the flow.
References
Hadfield, J. (1990). Intermediate Communication Games
Longman Hancock, M. (1996) Pronunciation Games, Cambridge University Press
Lindstromberg, S. (2009) Language Activities for Teenagers, Cambridge University Press
Watcyn-Jones, P. (2000) Fun Class Activities 1, Pearson Education
Wright, A., Betteridge, D. & Buckby, M.(2009) Games for Language Learning, Cambridge University Press 3rd Edition
