These create the motivation for learners of English to get involved and participate actively in the learning activities.

Third, vocabulary games bring real world context into the classroom, and enhance students' use of English in a flexible, communicative way.' ' Therefore, the role of games in teaching and learning vocabulary cannot be denied.

* A game should give students a chance to learn, practice, or review specific language material 'Language learning is hard work ...

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They are highly motivating and entertaining, and they can give shy students more opportunity to express their opinions and feelings (Hansen 198).

They also enable learners to acquire new experiences within a foreign language which are not always possible during a typical lesson.

The results of this research suggest that games are used not only for mere fun, but more importantly, for the useful practice and review of language lessons, thus leading toward the goal of improving learners' communicative competence.' * Games are fun and children like to play them.

Through games children experiment, discover, and interact with their environment.

Furthermore, to quote Richard-Amato, they, "add diversion to the regular classroom activities," break the ice, "[but also] they are used to introduce new ideas" (197). Silvers says many teachers are enthusiastic about using games as "a teaching device," yet they often perceive games as mere time-fillers, "a break from the monotony of drilling" or frivolous activities.

In the easy, relaxed atmosphere which is created by using games, students remember things faster and better (Wierus and Wierus 198). He also claims that many teachers often overlook the fact that in a relaxed atmosphere, real learning takes place, and students use the language they have been exposed to and have practised earlier (19).

Constant effort is required to understand, produce and manipulate the target language.

Well-chosen games are invaluable as they give students a break and at the same time allow students to practise language skills.

Further support comes from Zdybiewska, who believes games to be a good way of practising language, for they provide a model of what learners will use the language for in real life in the future (1994:6).' ' Games encourage, entertain, teach, and promote fluency.

If not for any of these reasons, they should be used just because they help students see beauty in a foreign language and not just problems that at times seem overwhelming.' When to Use Games ' Games are often used as short warm-up activities or when there is some time left at the end of a lesson.

One of the best ways of doing this is through games.' ' There are many advantages of using games in the classroom: 1. Games help students to make and sustain the effort of learning. Games provide language practice in the various skills- speaking, writing, listening and reading. They encourage students to interact and communicate. They create a meaningful context for language use.' ' Many experienced textbook and methodology manuals writers have argued that games are not just time-filling activities but have a great educational value. He also says that games should be treated as central not peripheral to the foreign language teaching programme.