BLOCK 4 Motivational Techniques Flashcards
INDEX UNIT 18: FUNCTIONS OF GAMES AND CREATIVITY IN THE LEARNING OF FOREIGN LANGUAGES. DEFINITION AND TYPOLOGY OF GAMES FOR THE LEARNING AND LINGUISTIC MASTERING. THE GAMES AS A LUDIC-CREATIVE TECHNIQUE OF ACCESS TO COMMUNICATIVE COMPETENCE IN FOREIGN LANGUAGE
- INTRODUCTION
- FUNCTION OF GAMES AND CREATIVITY IN THE FOREIGN LANGUAGE LEARNING.
- DEFINITION OF CREATIVITY AND GAME
- FUNCTIONS OF GAMES AND CREATIVITY IN THE FOREIGN LANGUAGE LEARNING.
- TYPOLOGY OF GAMES USED IN LANGUAGE DEVELOPMENT
- COMMUNICATIVE AND LINGUISTIC GAMES
- COOPERATIVE VERSUS COMPETITIVE GAMES
- THE GAME AS A LUDIC-CREATIVE TECHINIQUE TO ACHIEVE CC
- THE CONCEPT OF COMMUNICATIVE COMPETENCE
- THE USE OF GAMES TO REACH COMMUNICATIVE COMPETENCE
- GAMIFICATION
- CONCLUSION
- BIBLIOGRAPHY
QUOTE AND INTRO UNIT 18
Children learn as they play. Most importantly, in play children learn how to learn.” ~ O. FRED DONALDSON
For decades, all educational researchers have led to the same point. Children need to play. Play is not a waste of time, nor is it mere entertainment. Play is learning, happiness, development and growth.
In fact, A well employed game can be one of the most motivating techniques in the FLC. Games develop creativity, social and linguistic skills. Consequently, they support the development of Communicative Competence in FL which is our main aim as EFL teachers, according to the current legislation stemming from the new Organic Law 3/2020, LOMLOE, which modifies Organic Law 2/2006, of Education, LOE.
DEFINITION OF CREATIVITY
CREATIVITY is the ability to provide different solutions or answers to the same problem, an important ability that we have to work in the classroom, as Howard Gardner explained in his Theory of Multiple Intelligences based on the fact that apart from developing linguistic processes, we must also foster creativity, emotion and imagination to enhance the integral development of kids.
DEFINITION OF GAME
GAME, it is any ludic actv carried out following some rules, and with a clear goal. Games are a motivating tool that contribute to develop our pupils’ CC, as they are often providing communicative situations. Plus, games contribute to the Key Competences because they have to take decisions, work with other people, take roles, etc. as O. ECD 65/2015 states.
2.2. FUNCTIONS OF GAMES AND CREATIVITY IN THE FOREIGN LANGUAGE LEARNING.
There are many advantages of using games for language learning which are worth mentioning and considering.
One advantage is games are fun and motivating, Games break away from the usual routine of the class, add variety, improve attention span and provide a stress-free environment, thereby lowering the affective filter studied by Stephen Krashen in one of his 5 hypothesis about language acquisition. In other words, STs with high motivation and self-confidence are better equipped for producing the target language.
Hence, games encourage shy learners to participate, even the ones whose levels are not very high as D. 104/2018 about equity and inclusion in Valencian Community demands to make all pupils participant of the learning process
Additionally, when pupils are playing, they learn the FL without effort. Not only are they motivating and fun, but also they can provide excellent practice for improving pronunciation, grammar, and thus all four language skills.
From a methodological point of view, games can be used at different stages of the session and with different purposes. Brewster, Ellis and Girard (2002) suggest the Plan-Do-Review model, also explained in topic21 about planning in the FLC.
In the Plan stage, we can devote to the WARM-UP, since it helps our STs ‘turn on their English brains’. We can use greeting games such as ‘pass the balloon around’ or drill games such as ‘bingo’ or ‘hide and seek’.
In Do stage, we set the context of the lesson. We play linguistic and communicative games, explained in detail in the next section.
Finally, the Review stage entails an overall revision of the lesson. Ex. We can use ‘crossword’ or ‘memory games’.
Finally, I would like to remark that games support the learner-centered approach and serve as assessment tools by revealing areas for weakness, without the STs feel they’re being assessed. For all these reasons, D 108/2014 which regulates the Valencian Curriculum modified by D.88/2017 promotes the use of games as essential element in language teaching
3.1. COMMUNICATIVE AND LINGUISTIC GAMES
Regarding linguistic games, they are use to develop accuracy while practicing new lang. items. Some linguistic games could be digital quiz game-based where participants have to give the correct answer in order to win. For example, ‘Bamboozle’, ‘Kahoot’ or ‘Plickers’.
Those digital platforms allow self-assessment and immediate feedback. In this way, technological tools provide us a valuable pedagogical resource to carry out the teaching and learning task as LOMLOE in its article 111 highlights.
In communicative games the aim is fluency so we focus on developing STs’ CC, using lang. freely. As a way of illustration could be ‘trivial’ or ‘taboo’ games where STs can use non-verbal strategies in order to be understood or games that rely on the information gap principle of CA explained by JACK C. RICHARD (2006) where one pupil has Info that the other needs to complete the activity like ‘find a partner who..’ or ‘guessing games: on your head’.
3.2. COOPERATIVE AND COMPETITIVE GAMES
A second criterion for classifying games attends to the way of playing among them. We can distinguish between: cooperative and competitive games.
In cooperative games, STs work together to achieve a common goal. One example of them is ‘running dictations’ in pairs, one is the runner who memorizes the text placed on the wall and the other is the writer who listens carefully what the runner tells and writes it down.
On the contrary, in competitive games STs race to be the first to reach that goal like card games like ‘snap’ where they take turns taking a face-down card and saying aloud the word. When two consecutive cards are the same, ANY of the players can say ‘SNAP’ and win the cards. The game ends when one person has won all the cards.
The teacher’s role will vary depending on the characteristics of the game. In communicative games the teacher will be as a consultant or as a resource, helping the STs whereas in competitive games, the teacher will be as a referee with the main objective of keeping a pleasant atmosphere.
In my class, whether we play competitive or communicative games, I like to promote the transversal content Education for Peace as STs have to learn to dialogue for solving problems that may arise emphasized in the article 10 of the Royal Decree 126/2014 establishing the curriculum for Primary Education nationwide.
- THE GAME AS A LUDIC-CREATIVE TECHINIQUE TO ACHIEVE CC
4. 1. THE CONCEPT OF COMMUNICATIVE COMPETENCE
The main function of language is communication. Therefore, our main as FL teachers is to provide our STs with a Communicative Competence (CC) as is stated in the D108/2014. Dell Hymes (1971) explained that CC refers to ‘knowledge and the capacity of language use in a social setting.’
Later, the most important study on developing the notion of CC from Hymes work was done by CANALE & SWAIN in 1980, including 5 sub-competences which are interrelated to produce communication: Grammatical, Sociolinguistic, Discourse, Strategic and Socio-cultural competences deeply explained in topics 1,2,3 about language as communication.
4.2. THE USE OF GAMES TO REACH COMMUNICATIVE COMPETENCE
I use different kind of games in my lessons in order to foster the sub-competences described below:
- Gramm comp: games that practice structures, vocab, pron, spelling Eg. Hangman, memory, spelling bees, word tennis…
- Disc. Comp: games that develop STs’ ability to form diff. types of discourse: story cubes to make up creative writings.
- Socioling. Comp: Games that practice STs’ ability to use the correct lang. given the context: Role plays (in the market, at the cinema, with the family, etc.)
- Strategic Comp: games that develop STS’ non-verbal com. Strategies: guessing games, mime games….
- SocioCª Comp: games that develop STs’ knowledge of English-Speaking countries: Board games with cultural content, games that native speakers play: ‘I spy with my little eyes’, spelling bees, Simon says…
4.3. GAMIFICATION
One of the most updated active methodologies today is Gamification. According to Karl M. Kapp (2012) Gamification is captivating students to immerse them in an Adventure by incorporating game elements in learning activities to achieve an educational purpose.
Well-designed gamification includes a narrative and game-based elements like score-boards, badges, progress levels and reward points etc., in order to demonstrate and award the progression of learning.
An example of gamification that I have used in class was called ‘Marvel’. Its narrative is to overcome different levels until they turn into superheroes. As they earn points for good behavior or for performing tasks, they will be able to level up allowing them to use superpowers cards such as Enjoying 5’ Free time or Choosing a song, among others.
To sum-up, Gamification is an active methodology in which students feel the protagonists of their learning progress and learn at their own pace and supports the achievement of CC in a ludic-creative environment.
- CONCLUSION (UNIT 18 GAMES)
The conclusion to which this analysis deals is games are highly motivating, increase participation, develop creativity, overcome shyness and Support the Com Ap
Coming back to the beginning of this essay, we can conclude by saying that we have given enough reasons to state that ‘Children learn as they play. Most importantly, in play children learn how to learn.’
As teachers of the 21st century, we must dare and make changes in the ways of teaching to engage students in our subject by developing their sense of curiosity. My aim is to teach English in a way that encourage my students to unleash their creative and critical thinking, improve their self-esteem and motivation, and have a more memorable learning experience in their English class since
‘WHAT WE LEARN WITH PLEASURE, WE NEVER FORGET’
- BIBLIOGRAPHY (unit 18 GAMES) ( 5)
I have based the composition of the topic on the following bibliography:
- Hymes, D. (1971): On Communicative Competence. U of Pennsylvania Press.
- Brewster, J., Ellis, G. and Girard, D. (2002) The Primary English Teacher’s Guide. Pearson
- Richards, J.C.(2006)‘Communicative Language Teaching Today’. Cambridge U Press
- Gardner, H (1993) Multiple Intelligences. The Theory in Practice. HarperCollins.
- Kapp,K. (2012). The Gamification of Learning and Instruction. John Wiley & Sons.
Topic 17: THE USE OF SONGS AS A POETIC VEHICLE AND LITERART CREATION IN THE ENGLISH CLASSROOM, TYPOLOGY OF SONGS. TECHNIQUES OF THE USE OF SONGS FOR PHONETIC, LEXICAL AND CULTURAL LEARNING.
This topic will be in relation to the following outline:
- INTRODUCTION
- SONGS AS AN INSTRUMENT FOR POETIC AND LITERARY CREATION
- TYPOLOGY OF SONGS
- TRADITIONAL AND MODERN SONGS
- 2.ACTION SONGS AND RHYMES
- TOPIC SONGS
- TECHNIQUES FOR THE USE OF SONGS FOR PHONETIC, LEXICAL AND CULTURAL LEARNING.
- GENERAL PROCEDURES FOR USING SONGS
- LISTENING TO SONGS WITH A SPECIFIC PURPOSE.
- CONCLUSION
- BIBLIOGRAPHY
- SONGS AS AN INSTRUMENT FOR POETIC AND LITERARY CREATION.
Everyone would admit that music and rhythm are forms of cultural expression in all cultures and in all ages and they are considered poetry and oral literature. In this sense, when children start learning a FL, songs play a special role in providing them with authentic and enjoyable input.
Why use songs in class?
Brewster, Ellis and Girard, 2002 states some aspects such as psychological, motivational, pedagogical and cultural, which are worth mentioning and considering.
According to psychological aspects, it seems that songs stick in both our short and long memory so they are a relatively easy way to remember quite long portions of language.
Relating to motivational reasons, songs are fun and motivating, songs break away from the usual routine of the class, add variety, improve attention span and provide a stress-free environment, thereby lowering the affective filter studied by Stephen Krashen in one of his 5 hypothesis about language acquisition. In other words, STs with high motivation and self-confidence are better equipped for producing the target language.
Hence, songs encourage shy learners to participate, even the ones whose levels are not very high as D. 104/2018 about equity and inclusion in Valencian Community demands to make all pupils participant of the learning process.
Referring to pedagogical reasons, when pupils are singing, they learn the FL without effort. Not only are they motivating and fun, but also they are great to teach content ( vocabulary, grammar, cultural, phonetics) and thus all four language skills.
For all these reasons above, I use songs as a warm up and relaxation tool, as a background for other activities, and as the inspiration for writing activities
3.1. TRADITIONAL AND MODERN SONGS.
Traditional and modern songs have the advantage of being authentic materials. David Nunan coined the concept of Authentic materials as ‘those produced for purposes other than language teaching’.
On the one hand, traditional songs belong to popular literature. They are well known among English speaking children. They include: proverbs, tongue twisters, riddles, nursery rhymes, lullabies, etc. . However, when we choose a song, we must take into consideration: likes and interests of our STs, the STs’ level of lang. proficiency and the teaching objectives. An example of classical nursery rhyme is ‘Twinkle, Twinkle, little star’.
On the other hand, Pop songs or modern songs are highly motivating. However, they present some disadvantages, for example, their language is more difficult to understand and presents grammatical incorrectness and colloquial language (eg. Ain’t, she don’t…) or they could transmit some inappropriate values. For this reason, we have to be very careful when choosing a song.
In my lessons, we usually use a visual tool available on the website ‘www.lyricstraining.com’, it offers brief music videos with filling in the gaps exercises and with different difficulty levels. We listen songs from their favourite musical artists: Bruno Mars, Taylor Swift, Dua Lipa. In this way, technological tools provide us a valuable pedagogical resource to carry out the teaching and learning tasks as LOMLOE in its article 111 highlights.
3.2. ACTIONS SONGS AND RHYMES.
Actions songs and rhymes are characterized because pupils have to move and do what is said in the lyrics. One method which focuses on the movement is Total Physical Response (TPR) designed by JAMES ASHER. The idea is that language is learnt more effectively when pupils match words to actions.
To give an example of a TPR song ‘Shake it out and freeze’ from ‘Dream English Kids’, where in a catchy way pupils learn some parts of the body through actions. Some examples of the lyrics are ‘shake your arms’, ‘shake your legs’, etc.
3.3. TOPIC SONGS
There are rhymes and songs for almost every theme, topic or occasion. Not only can we practice common language topics such as colours (‘RAINBOW Colours’ from The Singing Walrus); toys (‘ what is it?’ from Fun Kids English) animals (‘I have a pet’) or food (‘do you like broccoli ice cream?) from Super Simple Songs.
In addition, we can use Songs linked to calendar events. Eg. On May 21st is the World day for Cª Diversity. We can sing: ‘So many colours, so many shapes’ to deal the transversal element about respecting diversity and avoiding racism collected in the article 10 about RD .
- TECHNIQUES OF THE USE OF SONGS FOR PHONETIC, LEXICAL AND CULTURAL LEARNING.
- GENERAL PROCEDURES FOR USING SONGS.
When doing listening song activities we need to help them with their comprehension. Jeremy Harmer defines in his book ‘How to teach English’, 2007, the steps to follow in a listening lesson: pre-, while- and post-listening activities, also explained in topic 7 about oral FL.
Pre-L: The aim of this stage is to familiarize STs with the song and recall their previous knowledge in order to give them a purpose for listening. Ex. Showing the music video without sound and ask them ‘what is happening’ or reading the lyrics aloud before L to the song.
While-L: The song should be heard more than once because the STs might need time to perceive the concepts. We can help comprehension with visual back up: Video, pictures, or teacher’s action. Children can do activities to develop listening sub-skills (listening for global understanding (extensive listening) and listening for specific detail (intensive listening) as explained by Mary Underwood in her book Teaching listening, (1989).
Firstly, they can put into practice their extensive ability by identifying the vocabulary heard, then, they may apply their intensive ability trying to look for some details: put the words within a verse or put the verses in order.
Post-L: Its objective is to reinforce the language introduced, practicing in a freer way. Eg. We have listened to a song like ‘we are the champions’ and then discuss to sports.
