Uso de juegos en el aula de idiomas

Simpson, A. (2015). [e-Book] Using Games in the Language Classroom. New York, Smashwords, Inc. Texto completo

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The justification for using games in the classroom has been well demonstrated as benefiting students in a variety of ways. These benefits range from cognitive aspects of language learning to more co-operative group dynamics. The benefits are as follows:

Affective:

– games lower the affective filter
– they encourage creative and spontaneous use of language
– they also promote communicative competence
– games are both motivating and fun

Cognitive:

– games reinforce learning
– they both review and extend learning
– games focus on grammar in a communicative manner

Class Dynamics:

– games are extremely student centered
– the teacher acts only as facilitator
– games build class cohesion
– they can foster whole class participation
– games promote healthy competition

Adaptability:

– games can be easily adjusted for age, level, and interests
– they utilize all four skills
– games require minimum preparation after the initial development stage

You can successfully use games in many ways, such as for a quick review, after material has been covered or as a cool-down activity at the end of a lesson to practice what has been covered (as well as to inject an element of fun). You could also use a game to practice specific new language in groups or pairs for a limited time, as a short introduction to new vocabulary or a concept, as a prompt for writing work, even as a link into a new part of the lesson. Games may even be used merely to change the pace of a lesson.

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