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II BACKGROUND.
INTRODUCTION:.
There is a common perception that all learning should be serious and solemn in nature and that if one is having fun and there is hilarity and laughter, then it is not really learning. This is a misconception. It is possible to learn a language as well as enjoy oneself at the same time. One of the best ways of doing this is through games.
Language learning is a hard task which can sometimes be frustrating. 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 practice language skills. Games are highly motivating since they are amusing and at the same time challenging. Furthermore, they employ meaningful and useful language in real contexts. They also encourage and increase cooperation.
Some teachers think that language games are a waste of time and prefer not to use them in classroom since games sometimes have been considered only for its one element, which is fun. .
In fact, games can provide EFL and ESL students more than that. Among several strategies used to improve students' proficiency such as visual aids, CALL (Computer Assisted Language Learning), drama, role-play, and so on, games are another useful strategy to promote students' language proficiency. This paper aims to give a clear understanding of what games are and why and how games are used in the classroom. .
There are many advantages of using games in the classroom: .
- Games are a welcome break from the usual routine of the language class. .
- They are motivating and challenging. .
- Learning a language requires a great deal of effort. 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.
