Developing a1 level learner`s grammatical competence through games contents introduction chapter I. Developing a1 and a2 level learner`s grammatical competence through games

The purpose of our work is to study the effect of the game on the formation of grammatical skills in A1 level students in the English language class.

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  To achieve this goal, it is necessary to solve several logically interrelated tasks:
  
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  Study and analysis of literature on the subject under study;
  
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  Determine the impact of the game on the formation of grammatical skills;
  
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  Organization of research activities to study the formation of grammatical skills.
  

The object of the course work is the process of forming students' grammatical skills through the use of games in English lessons.
The structure of the work. The work consists of introduction, two chapters, summary and list of used literature.

CHAPTER I. DEVELOPING A1 AND A2 LEVEL LEARNER`S GRAMMATICAL COMPETENCE THROUGH GAMES
1.1. Development of grammatical competence based on the use of grammatical games at the middle stage of teaching English.
Nowadays, English is most widely spoken foreign language but it was not like that before and the history of teaching English passed through many stages of development. New approaches were promoted and different authors came with new methods. Now we can look at grammar from different points of view and the choice of grammatical methods is really wide. Initial stage of teaching grammar proceeded from the same procedure Latin was taught at school. That means learning a language through grammatical rules and mainly translation .Speaking played a secondary role. Till the 19th century, an approach to language teaching was quite rigid. Central method was so called grammar-translation method which is more described in chapter concerning methodology.
At the beginning of the 20th century, new researches concerning language teaching were carried out. Linguists in the USA pointed out that there is not just one method that could warrant really good results and direct method which was so popular in Europe was criticised. In the 1920s and 1930s, so called British approach to teaching English was developed and a basis of audiolingualism and oral approach theory was set. From 1960s on, many new methods and approaches arose and each of them was specific by its goal, the way language is taught, different teaching techniques etc. The productive stage of developing methods and approaches was from the 1950s – 1980s. Many new methods as well as approaches emerged during that period of time and teachers were aware of the fact that the choice of suitable method is essential for high-quality language teaching.
There is neither to my knowledge a particular person who is recognized as the founder of using games in A1 and A2 description nor a long history behind using it. John Harvey and John Francis worked together in developing the notion in the early 1970s.
Therefore, many books and articles have been written considering the juxtaposition of grammar and games. Rinvolucri (1984), for example, demonstrates the fact that there is a place for ‘an innovative approach to grammar’ in the classroom. There seems to be a ready market for more books describing more grammar games for language classes. Today, there is hardly a language teacher who is not interested in using games to remove the dustsheets from the long-hidden grammar and to engage A1 and A2 learners in game- like activities in order to develop their grammatical competence and communicative competence alike. Now the idea of classroom games no longer meets with disapproval.
Games and game-like activities which help language learners to achieve the right balance between form and function must depend on such factors as: age, ability in the target language, motivation, size of group, time …etc, as discussed below:

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   Age. It is beyond doubt that the age of learners determines the appropriateness of the game and whether a game will be meaningful to language learners. Moreover, it is generally accepted that the use of games is mainly restricted to the elementary stages when children are very willing to play games. In addition of being a way of manipulating structural patterns, games are considered to be among the most successful techniques of involving the child in practice. Through them, children happily and consciously, can learn A1 structures willingly as they enjoy it.
   

Conversely, this useful teaching technique may be rejected by adults as ‘teenage learners might be reluctant to play games’. For instance, some adults may be offended if you asked them to jump on one foot in the classroom in order to learn the word ‘jump’. Moreover, they are not expected to sing or repeat a rhyme for their fear of being foolish to participate in such activities. Accordingly, adults will not take benefit from the total physical response, a teaching technique that has proved to be of great advantage to language learners .

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