Course work theme: the introduction of games in the study of foreign language

1.1 CHILDREN AS LANGUAGE LEARNERS
As learners, children have been known to be more enthusiastic and lively. They are considered to be the natural language acquirers . Moreover, children are also the self-motivated learners who have the habit of picking up a new language unconsciously. In addition to this, they seem to be always giving a try on an activity even when they do not fully understand why or how. Surprisingly, the difficulty of learning to talk in foreign language, for example, English, is not a concern for children at all, albeit this difficulty was addressed by adult learners who determinedly learn English through grammar-based textbooks . Nonetheless, added that if they are chosen to compare to adult learners, they happen to be the ones who would lose interest more quickly and would be less able to keep motivated on activities which they find personally difficult or tedious for them. While some children tend to learn quicker and sometimes better than others, they are all still quite good at learning. In the case of foreign language learning, it is absolutely necessary for teachers to get to know their learners (children) very well in order to find the best way to teach. To be precise, by knowing children’s characteristics and instincts in foreign language learning, it will, as a result, make effective teaching possible. According to the report regarding characteristics of young leaners, which was published by Guangdong Teacher College of Foreign Languages and Arts, young learners (children) normally imitate their teachers and tapes, interact with others, are willing to take risks, make mistakes, and play. It was also found that the more interesting and entertaining the learning activity is, the more children will pay attention on and get involved in it. Since this is the case, does it imply that young learners, particularly children, will learn better once they immerse themselves with entertainment or playing? Whether the answer is yes or no, one of the all articles in VOICE magazine which is the publication under British Council has stated that ‘Play’ has taken a significant role in terms of the meaning of life to children in their development stage. Simplistically, ‘Play’, in this respect, can be regarded as a testing ground for language as well as reasoning skills. It is further suggested that when talking about language learning, teachers of foreign languages are advised to promote learning through playing as much as possible. Among all the most entertaining and exciting ways to promote such learning, educational games (flashcards, competitions, races, so on, and so forth) could be counted asthe best means to introduce and encourage active learning as well as help children to develop their social skills.
Inevitably, games happen to be a customary way in leaners’ lives regardless of their grade level. The learners are exposed to games throughout the days at their homes, on their computers, on the internet, and even on their cellphones. Nevertheless, one of the places where they would not regularly been given a chance to play games is their classroom. Even though some teachers have decided to use games as parts of the instructional approach or demonstration, most of them would not hold the same idea about games. Particularly, those teachers who have included games as their teaching technique might not use them to their potential .
In order to see whether games are correlated with language learning or not, it is best to invest a considerable amount of time to review the various definitions of game and its characteristics in the first place. According to Harfield a game is an activity with rules, a goal and an element of fun. He confidently stated that:
Games should be regarded as an integral part of the language syllabus, not as an amusing activity for Friday afternoon or for the end of the term. They can be used at all stages of the progression from controlled to free practice, serving at one end of the range as a memory aid and repetition drill, at the other as a chance to use the language freely and as a means to an end rather than an end in itself. They can also serve as a diagnostic tool for teacher, who can note areas of difficulty and take appropriate remedial action.
In addition to this, the supports from many experienced book and methodology manual authors have revealed that games are not considered to be just time-filling or warm-up activities. Instead, games do have an inordinate education value. Lee a top-notch writer of Language teaching games and contests, opined that regarding language learning, most language games enable young learners to use the language right away instead of thinking about learning the correct form. To make his opinion appear more convincing, he continued inserted that games should not be treated as peripheral but central to the foreign language teaching program. Interestingly, Lee’s idea was also supported by Richard-Amato who believed that games can be the activities that lower anxiety which are capable of making the acquisition of input more likely.
Based on the above definitions of and opinions about games from different writers, an importance of games has highly been valued in teaching. This further emphasizes that when games are being used in class, they do not only help students to learn more effectively but also to have fun at the same time. Consequently, language instructors, specifically teachers, have started to acknowledge that, in terms of teaching techniques, games will serve not only as an ‘amusing activity’, but also as a technique to carry out tasks to learners in an amusing kind of way as well.
According to Roth playing is a child’s natural way of learning. Since birth, play—constructive play—constitutes the fundamental aspects of children’s intellectual, emotional, social, and physical development . By exposing to the learning environment in which there is an existence of constructive play, children are confirmed to expand their intelligence, for instance, their knowledge and understanding of the world around them (NIU). In this sense, play thereupon helps prepare children for their academic learning once they begin their school years and even at each step along the academic journey. However, the most common misconception about learning is that it is supposed to be serious, intense, and, no doubt, solemn in nature . If a person, in his or her learning environment, is experiencing fun or is exposed to hilarity and laugher, it is assumed that he or she is not really learning. Despite this fact, one needs to accept that it is still possible to learn as well as enjoy oneself at the same time. When it comes down to learning environment of children, it is almost impossible to separate playing from learning. This is due to an undeniable fact that children love to play, and most importantly, plays happen to mirror what is important in their lives. Conclusively, play is accepted to be a preparation for children towards the prospective rewarding adult lives.