Learning Strategy on Games

The Learning Strategy

It has been stated above that children have unique characteristics which influence the ways they learn a foreign language. Actually, children do not come to the language classroom empty-handed. As Haliwell (1994: 3-10) states that children bring with them an already well-established set of instinct, skills and characteristics which will help them to learn another language (L2). In other words, certain communication strategies to learn a new language will be presented here.

            Firstly, children are already good at interpreting meaning without necessarily understanding the individual words. Intonation, gesture, facial expressions, actions and circumstances will help children to tell what the unknown words and phrases probably mean. By understanding the message in this way they start to understand the language. This ability is highly develop when they come to elementary school. In short, interpreting meaning is the way children understanding another language when they are not familiar with the language they learn.

            Second, children already have great skill in using limited language creatively. They will bring their creativity when they come to a condition in which they urge to communicate and interact with others ( Halliwell, 1994).

            Then, frequently children learn a language more indirectly than directly. Indirect learning means learning something unconsciously or acquiring it through continuous exposure and use. At elementary school level the children’s capacity for conscious learning of form and grammatical patterns is still relatively developed. As a result it is better to provide tasks which give them an occasion to practice on real language use.

            Furthermore, as social creature, most children like to have other children around them. Sitting with others gives them a sense of assurance. Therefore, group-work or pair-work activities will help them to learn the language better.

            Repetition plays a very important role in giving exposure for children. They will take the advantages by knowing repetitive action. The more they listen and practice to use the new words, phrases and sentences, the more they are familiar with the new language. In this case, the teacher is the person who is responsible to give the exposure. From the repetitive exposure, children will make a generalization of the usage of words, phrases, or the structures of sentences.

            As a conclusion, there are some strategies used by children in learning a foreign language. They include their ability, instincts, skills, and strategies that help them understand the language. As a result, it is wise to consider these in designing the teaching, including teaching speaking.

           

1. Games

A game is an activity with rules, a goal and an element for fun. There are two kinds of games: competitive games and cooperative games. Competitive games are games in which the players or teams race to be the first to reach the goal, while cooperative games are the ones in which players or teams work together towards a common goal.

            According to Hadfield (2001: 4) language games can be divided into two categories: linguistic games and communicative games. In linguistic games, the goal of the game is linguistic accuracy: in the case of these grammar games, using the correct grammatical forms. Communicative games have a goal or aim that is not linguistic: successful completion of the game involves carrying out a task such as exchanging information, filling in a picture or chart, or finding two matching card, rather than the correct production of language. However, in order to carry out this task it will be necessary to use language and, by careful construction of the task, it is possible to specify in advance what language will be required.

            Games can be used at any stage of the lesson once the target language has been introduced and explained. They serve both as a memory aid and repetition drill, and as a chance to use language freely and as a mean to an end rather than an end in itself. They can also serve as a diagnostic tool for the teacher, who can note areas of difficulty and take appropriate remedial action.

            Using games in language class gives many advantages. First, games make the class fun. As stated above that young learners learn foreign language because of external motivation. They do not know the goal of learning the language. By giving fun experience, it will attract and motivate them to know more about the new language they learn. In other words, games make learning fun so the class and children are willing participants and not just there because they have to be.

            Second, playing a game has a purpose to it, an outcome, and in order to play students have to say things. By playing a game children have a reason to communicate rather than just repeat things back mindlessly. Therefore, they want to know and learn more.

            Furthermore, young learners get to use the language all the time during the games. They involve a lot of repetition. In fact, repetition is the basic skill, but it can be boring. However, using games will give opportunity for children to do repetitive activity in a fun way.

            Naturally young learners have a lot of energy and are not good at sitting for long periods. Moreover, they have a short attention span. Injecting lively varied games into the classes to practice the language will keep the children alert and enjoying themselves. Therefore, games will prevent them from getting restless and bored.

            Knowing that games give many advantages for language teaching and learning, it is suggested for the English teachers to choose games to provide elementary school students to practice speaking. As the students are getting bored easily, have short concentration and attention span, like working with other children, language game is suitable for young learners.