Using Games in Primary Schools for Effective Grammar Teaching: a Case Study from Sebha
by Mustafa Mubarak Pathan and Zamzam Emhemad Mari Aldersi (International Journal of English Language & Translation Studies Journal homepage: http://www.eltsjournal.org)
ABSTRACT
Teaching and learning a foreign language like English is not easy task. The situation become more difficult when the learners are primary school children and teaching and learning focus is grammar, an activity often regarded as ‘boring, ‘uninteresting’ and ‘’tedious’. However, one’s mastery over a language is determined by the appropriate use of language by that individual following grammatical rules and failing to follow the rules of grammar marks one’s use of language as erroneous. Therefore, systematic attempt is done to teach grammatical rules and structures to the language learners from the beginning of language teaching and learning process. However, the success or failure of learning, mastering and using the grammatical rules and structures is largely determined by the technique and approach used by the grammar teacher to teach. The leaner-cantered, interesting, motivating technique of grammar teaching is believed to generate positive results whereas traditional, teacher-centered, uninteresting, uninvolving method is believed to be a cause of failure for learners to learn and master grammar rules and structures. Therefore, the grammar teaching technique, which involves language learners, to maximum, in learning in amusing and creative way, motivating, challenging and stimulating his/her mental processes, and reducing classroom anxiety and fear, is desired and recommended for fruitful language teaching and learning process. In this respect, the present paper discusses the effectiveness of using games for teaching grammar to primary school students as a technique which could easily be utilised and exploited for maximum benefits for learners. The study is based on the practical experiment done on the students of two primary schools in Sebha city of Libya using grammar games. The results, which proved to be fruitful and positive, are discussed as a basis for the argument in support of using games for teaching grammar to school children.
1. Introduction
So should be the case with grammar learning, particularly in EFL context. Grammar learning has always been viewed as crucial to language learning but nowadays, it is often perceived as a tedious and laborious process. This is particularly the case in countries like Libya where English is taught and learned as a foreign language and where students often have negative attitudes towards grammar learning due to various reasons. If teachers find ways to fully engage students in the learning process; grammar learning can become more enjoyable, interactive and motivational. Research (Uberman, 1998) has shown that children learn and develop fastest when they are at play. Therefore, it is desired that teachers should think how to teach grammar through enjoyable activities. And, in this respect, the use of games can be considered to be one of the most interesting activities to be applied in ELT classes. Therefore, the use of games and its application in grammar lessons form the topics of discussion of this paper.
So should be the case with grammar learning, particularly in EFL context. Grammar learning has always been viewed as crucial to language learning but nowadays, it is often perceived as a tedious and laborious process. This is particularly the case in countries like Libya where English is taught and learned as a foreign language and where students often have negative attitudes towards grammar learning due to various reasons. If teachers find ways to fully engage students in the learning process; grammar learning can become more enjoyable, interactive and motivational. Research (Uberman, 1998) has shown that children learn and develop fastest when they are at play. Therefore, it is desired that teachers should think how to teach grammar through enjoyable activities. And, in this respect, the use of games can be considered to be one of the most interesting activities to be applied in ELT classes. Therefore, the use of games and its application in grammar lessons form the topics of discussion of this paper.
1.1 Rationales of the study
Language games are the games with rules which have linguistic aims and they are agreed with the participants. Teaching grammar through games is argued for many reasons. One reason is that, games have the advantage of allowing the learners to learn, practice and internalize grammar and structures extensively. Games can do this through providing repeated exposure to the target grammar. Another reason is that students will be more motivated to play games than they are to do deskwork. Many experienced textbook, methodology manuals and writers have argued that games are not just time-filling activities but have a great educational value. According to Šabatová (2006:12), games are surely the most interesting and the most favourite way of how to learn and practice grammar. As the games are fun, interactive, and exciting, students can study English grammar with games very easily, in a relax atmosphere, and more interestingly. Thus, games can help not only in learning and mastering the very crucial aspect of foreign language learning-grammar, but also in developing positive attitudes of learners towards the whole language learning process. In this respect, the paper attempts to discuss the effectiveness of the use of games in grammar teaching to the students of primary schools in Sebha, Libya where students often face problems with grammar learning and regard it as tedious, uninteresting and demotivating process of foreign language learning. It is believed and argued that if the EFL school teachers in Sebha, Libya use games in their grammar teaching techniques, it would certainly help not only in changing the negative perceptions of the learners towards grammar but also in imparting more dynamic, interesting, involving, learnercantered, motivational teaching of grammar in the primary schools of Sebha, Libya.
Language games are the games with rules which have linguistic aims and they are agreed with the participants. Teaching grammar through games is argued for many reasons. One reason is that, games have the advantage of allowing the learners to learn, practice and internalize grammar and structures extensively. Games can do this through providing repeated exposure to the target grammar. Another reason is that students will be more motivated to play games than they are to do deskwork. Many experienced textbook, methodology manuals and writers have argued that games are not just time-filling activities but have a great educational value. According to Šabatová (2006:12), games are surely the most interesting and the most favourite way of how to learn and practice grammar. As the games are fun, interactive, and exciting, students can study English grammar with games very easily, in a relax atmosphere, and more interestingly. Thus, games can help not only in learning and mastering the very crucial aspect of foreign language learning-grammar, but also in developing positive attitudes of learners towards the whole language learning process. In this respect, the paper attempts to discuss the effectiveness of the use of games in grammar teaching to the students of primary schools in Sebha, Libya where students often face problems with grammar learning and regard it as tedious, uninteresting and demotivating process of foreign language learning. It is believed and argued that if the EFL school teachers in Sebha, Libya use games in their grammar teaching techniques, it would certainly help not only in changing the negative perceptions of the learners towards grammar but also in imparting more dynamic, interesting, involving, learnercantered, motivational teaching of grammar in the primary schools of Sebha, Libya.
1.2 Background to the study
English is taught and learned as a foreign language in Libya. Being an international language and language of international communication, opportunities, education, commerce and trade, the Libyan government has introduced English from the primary school level itself so that the Libyan school children can be the able citizens of global village and can cope with its demands and challenges. As a crucial part of foreign language pedagogy, teaching grammar forms the central aspect of EFL teaching in Libya. This is with the belief that learning and mastering grammar can help an individual in mastering the target language and establishing successful communication in that language.
English in the public schools in Libya is first taught for the learners in the fifth year of schooling when the students’ age is about 11 years. During the first 2 years, that is in 5th and 6th year of primary schooling, students study the alphabet of English, reading, spelling, and elementary writing. They are also introduced some grammatical terminology, categories and relations such as- nouns, verbs, conjunctions, prepositions, simple past tense, present tense, plural and singular etc. It is expected that the Libyan EFL teachers in schools use techniques and methods which involve learners and motivate them to learn English. However, the reality seems to be quite opposite. Most of the teachers rely heavily on traditional grammar-translational method where everything is literally translated and students are supposed to memorize numerous grammar rules and structures. The teacher controls almost all the activities in the class and hardly any activity is introduced and encouraged which involves learners and stimulates and challenges their creativity. One of the reasons, for this, can be the fact that most of the teachers prefer to teach the way they themselves were taught- just presenting set of rules and dozens of examples and exercises without much focus on inserting any sort of fun/amusement while teaching.
1.3 Research Problem
This typical scenario, outlined in the section above, hardly contributes to achieving the desired aims and objectives of foreign language teaching and learning in general and teaching and learning grammar in specific in Libyan primary schools. Lack of training in teaching grammar with innovative teaching techniques and unwillingness to devise any interesting, motivational, learner-cantered technique on the part of the teachers leads to monotonous grammar classes where learners, consequently, start developing negative attitude toward learning English grammar regarding it as ‘very boring’ and ‘waste of time’ activity. This also makes them demotivated learners, a problem commonly encountered and reported by most of the Libyan EFL teachers. This situation, where both teachers and learners face problems while teaching and learning grammar, has been taken as a research problem for investigation in this study.
1.4 Research questions
The following research questions have guided the study
1.4 Research questions
The following research questions have guided the study
1- Do the Libyan EFL learners in primary schools in Sebha enjoy and like grammar classes?
2- What techniques of grammar teaching are used by the Libyan EFL teachers in schools while teaching grammar?
3- Do games form important part of grammar teaching techniques in primary schools in Sebha?
4- Can the use of games be an effective technique of teaching grammar and motivating EFL learners in primary schools in Sebha?
5- What are the perceptions and attitudes of the Libyan EFL learners toward the use of games for teaching grammar in their classrooms?
In the society of today, where interaction, fun, play and amusement are encouraged for healthy social growth of children, similar approach is also encouraged and recommended in foreign language teaching to develop positive attitude among EFL learners toward the target language and for making learning a fun-an activity loved and desired by all children across the globe. In this respect, the paper investigates the above discussed problem of grammar teaching and learning in Libyan EFL primary schools and also discusses the effective role of games in overcoming the problems faced both by the learners and teachers.
5. Conclusion
For many students, learning grammar is a really boring and a hard job. To show pupils that learning grammar could be a fun and interesting, different activities like games should be used as one of the ways. The experience from the relevant research reveals: that teaching “grammar” through different activities like games is better than teaching grammar as a formal system through sticking to the given exercises in the textbooks, if our aim is for students to use grammar more effectively and conventionally. When planning the use of games, the teacher needs to consider what his/her objectives are. Also the teacher should have experience and be familiar with the ways of using games, puzzles, their rules and concentrate on the time, place, tools, and the groups as well. Although, it cannot be said that games are always better and easier to cope with all students, many pupils can find games relaxing and motivating. Therefore, games should be an integral part of a lesson, providing the possibility of intensive practice while at the same time very enjoyable both for the students and teachers. To sum up, the preparation for teaching grammar using games, can be a little bit time-consuming which requires much thinking and creative approach from the teacher, but it is definitely worth as it can help in achieving the true aims and objectives of EFL teaching and learning in general and grammar in particular by making the process learner centered.
In the society of today, where interaction, fun, play and amusement are encouraged for healthy social growth of children, similar approach is also encouraged and recommended in foreign language teaching to develop positive attitude among EFL learners toward the target language and for making learning a fun-an activity loved and desired by all children across the globe. In this respect, the paper investigates the above discussed problem of grammar teaching and learning in Libyan EFL primary schools and also discusses the effective role of games in overcoming the problems faced both by the learners and teachers.
5. Conclusion
For many students, learning grammar is a really boring and a hard job. To show pupils that learning grammar could be a fun and interesting, different activities like games should be used as one of the ways. The experience from the relevant research reveals: that teaching “grammar” through different activities like games is better than teaching grammar as a formal system through sticking to the given exercises in the textbooks, if our aim is for students to use grammar more effectively and conventionally. When planning the use of games, the teacher needs to consider what his/her objectives are. Also the teacher should have experience and be familiar with the ways of using games, puzzles, their rules and concentrate on the time, place, tools, and the groups as well. Although, it cannot be said that games are always better and easier to cope with all students, many pupils can find games relaxing and motivating. Therefore, games should be an integral part of a lesson, providing the possibility of intensive practice while at the same time very enjoyable both for the students and teachers. To sum up, the preparation for teaching grammar using games, can be a little bit time-consuming which requires much thinking and creative approach from the teacher, but it is definitely worth as it can help in achieving the true aims and objectives of EFL teaching and learning in general and grammar in particular by making the process learner centered.
source: Academia.edu Weekly Digest
