The Reasons Of Using Video games For Learning

In modern times, English language has been paid more and more attention in Vietnam because its significance has been known in many areas of life. The study of English is now obligatory in most schools, usually starting from sixth grade. However, Vietnamese parents, who wish to provide their children with adequate knowledge of English as it may contribute to their success in the future, frequently have their children exposed to English terms since their early on age ranges. Among all necessary aspects of English language, sentence structure is often thought to be one of the very most crucial part for the proper use of British. To be able to communicate efficiently in British, learners must have sufficient grammar knowledge foundation (McKay, 1987). Nevertheless, it is stated in Nedomov's thesis (2007) that lots of teachers find it difficult to explain theoretical principles of grammar to their young students. Therefore, the professors should find an appropriate and effective tool to instruct grammar to young learners. Using video games in teaching British sentence structure is one recommended tool because game titles provide an interesting and relaxed learning environment for young students and help them to become more creative and communicative (Yolageldili & Arikan, 2011). Hence, this research was initiated with the concern of whether video games should be utilized in teaching British sentence structure to young learners. The goal of this research is to investigate the degree of success of using games in English sentence structure teaching for children. The study will check out (1) the reasons of using video games as a teaching way for young learners; (2) advantages of using games in language teaching and (3) the use of games in coaching English sentence structure.

The Reasons of Using Games as a Teaching Method for Young Learners

Nedomov (2007) assumes that children have their own ways of pondering and learning, that are entirely different from the ways in which adults think and find out. There is no question that children are less experienced than parents and their cognitive capability of abstract concepts is not completely developed. However, they have some certain characteristics which will make them learn more effectively than men and women do if professors use games to teach them English sentence structure.

First of all, children are creative. They are not only creative with grammatical varieties but concepts as well (Halliwell, 1992). Lightbown and Spada (1999) present a good example in their book to illustrate the creation of children as follows

Kyo: I'm famished.

Dad: We'll have some poppy seed loaf of bread in a little while.

Kyo: No. I'd like it now.

Dad: We must hold out 'til it's defrosted.

Kyo: But I love it frossed. (p. 13)

The child in the example recognizes the prefix "de-" as negating the root expression, so his version of the contrary of "defrosted" comes out as "frossed". It appears that children have the ability to communicate regardless of their relatively limited vocabulary. Therefore, video games can be somewhat useful and important because they may maximize the utilization of vocabulary and sentence structure of children. Video games help children to be creative in the terminology they learn, which by natural means leads to the development of their communicative skills.

Another characteristic is that children have the capacity of indirect learning. They can learn without having to be alert to it. Young learners tend to bear in mind the peripheral things going on around the course better than what they are likely to learn. One typical lesson often is maintained for 40-45 minutes, however, most children can only fully concentrate for 10-20 minutes before they commence to get bored and exhausted. Therefore, games can be utilized as an appropriate solution to encourage children's aptitude for indirect learning. (Nedomov, 2007). For instance, teachers could use the method of "guessing" to instruct new phrases and buildings. Young learners will concentrate on find the appropriate answer rather than what phrases and structures needed to be learned. However, educators can be satisfied because they observe that students can actually use the grammatical items without problems.

Last but not least, children love chatting. This is viewed as the most important feature of children to which teachers must pay attention (Halliwell, 1992). Even as we can easily see, one of the most frequent problems in the class is that the students often talk to one another during our lessons. However, it can be a powerful motivator if teachers learn how to cope with this example. Professors should choose appropriate activities to use advantage of this matter. For example, instructors can organize information gap activities in which the students have to talk to each other to find the necessary data; or cause them to become tell a tale insurance agencies them one at a time take transforms to make up a story. By doing this, children can develop not only their communicative skills but also the capability to use phrases and grammatical buildings correctly.

Based on those previously listed characteristics, it could be concluded that using games is the right method for professor to help young learners know the rules of English vocabulary and never have to use complicated grammatical terminology, which are extremely problematic for children to comprehend.

The Advantages of Using Game titles in Teaching English Grammar

It is undeniable that games may bring lots of advantages in teaching English sentence structure to young learners.

The first advantage is that games can increase students' interest and motivation. In an average grammar lesson, educators just follow the jobs given in the reserve and students have to complete the duties in writing and reading. Students may sometimes be irritating due to a serious and hard-digesting sentence structure lessons. However, if instructors know how to use games to instruct grammar, learners could possibly learn while they are playing and they are willing to learn more. Avedon and Sutton-Smith (1971) believe that "exactly why games are considered effective learning assists is that they spur motivation and students get very ingested in the competitive areas of the games; in addition, they try harder at games than in other training" (pp. 28-29).

Learners' discussion may increase as games are often planned in set work or group work. Regarding to Rinvoluci and Davis (1995), games are excellent for promoting cooperation and shared help within students. The students must be employed in the game and communicate more with their teammates in order to beat other groups and be the victor. Tuan and Doan (2010) declare that students may be more ready to ask questions, to go over and think creatively about how to make use of English to achieve the goal. Therefore, the competition in games gives student an all natural opportunity to work together and connect in English with the other person a great deal.

Another good thing about games is the fact that games promote productive learning procedure for students. During a game, learners frequently have to make resolutions or decisions. It really is explained in Yu's thesis (2005) that analysis, discussion, reflection, and request all happen during playing games and everything promote learning. Video games allow the students to own active control of the learning process and also promote quick feedback using their company peers (Allery, 2004). Through lively learning process, students can hold on to grammar rules for a long time as according to Holler (as cited in Yu, 2005), using game titles in grammar coaching is a valuable tool for stimulating learning. He suggests that we keep in mind only 10% of that which you read, 20% of that which we say, but 90% of what we do. Therefore, games provide more opportunities for students to practice in a significant linguistic situation. This contributes to increased retention of grammar guidelines and better learning results.

The Application of Games in Teaching English Grammar

It is apparent that using video games in teaching British sentence structure can be a highly effective way to help young learners acquire necessary knowledge. In the other side, it is quite challenging because instructing grammar through video games also require great work from the educators.

Some students may think that games are simply just for fun. However, educators should not reveal the same thoughts and consider video games as a "time filler" that will not have any linguistic purpose. Teachers should select some games which may have both engaging and education goals at exactly the same time. In order to find out such those games, these pursuing questions which were proposed by Hong (2002) should be considered

What specific grammar items will be the teacher introducing or doing with this game?

What type of game is it and what's its purpose?

Is the game too hard or too possible for students? Should it be revised to complement students' level?

To what extend do the students take part in the overall game?

Do the students enjoy it? Does the instructor enjoy it?

She also offers some suggestion to professors about using game titles in teaching English grammar to young learners by professing that

First language can be utilized when describing the game's rules to beginners since it is easier for them to understand. When students are in a higher level, educators may speak more English in the class.

Teacher should illustrate the games rather give diffuse teaching.

Games should be as short as you possibly can because young learners have the ability to pay their attention to the games simply for a restricted time.

It is witnessed by Uberman (1998) that a lot of teachers use games as a warm-up activities or when there exists some time kept at the end of the lesson as a "time filler". However, Lee (1979, p3) suggest that "games should not be regarded as a marginal activity, filling in odd occasions when the educator and class have nothing easier to do". Professors should bear in mind that games can be used at any suitable time during the lesson plus they should not be cured as a just warm-up activity. Rinvolucri (1990) proposes that teachers can use video games as part of grammatical instruction in virtually any of these three periods

before presenting confirmed structure, especially to learn diagnostically how much knowledge has already been known by the learners;

after a sentence structure presentation to observe how much the group have grasped;

as a revision of your sentence structure area (p. 3).

There are a variety of language games for educators to choose from. They should know the goal of the game; either it targets precision, such as use the verb in the right form or on successful exchange of information and ideas. Instructors may select these game titles in the classification of Hadfield (1999) the following

Sorting, placing your order or arranging games

Information gap games

Guessing games

Search games

Matching games

Labeling games

Exchanging games

Board games

Role play games

In addition to all or any these, it's advocated by McCallum (as cited in Yolageldili & Arikan, 2011) that we now have a great many other factors which should be taken into consideration when teachers decide on a game to instruct young learners such as the size and the physical properties of the class room, the equipment, materials and enough time available for a game. Many of these may contribute to the success of the overall game.

Conclusion

In a nutshell, this paper has presented an assessment of using game titles as a strategy to teach English sentence structure to young learners like the reasons of using game titles as a teaching method for young learners; features of using video games in language teaching and the use of games in teaching English grammar. It could be concluded that using games in English sentence structure teaching is a powerful way to help young learners learn about the dialect rules and have the ability to use them correctly. However, this newspaper has analyzed only the influences of using video games on teaching grammar. Further studies about the use of games in educating other areas of English such as vocabulary and communicative skills remain in need.

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