LEARNING WITH GAMES CAN BE BENEFICIAL FOR YOUNGSTERS AND ADULTS
Kaynakça( ) Resim-Sekil( ) Tablo( ) 9 Sayfa [ Geri Dön ]
Önemli NotSitedeki dosyalar üye olmak için öğrencilerin gönderdiği dosyalardan oluşmaktadır. Eğitim ve öğretim amaçlıdır. Bu dosyaların tümünün editörden gözden geçirilmesi yoğun bir emek gerektiğinden, gözden kaçmış olanlar olabilir. Ayrıca bir üyemiz tarafından gönderilen bir dosyanın telif hakkına tabi olup olmadığını her durumda tespit edemeyebiliriz. Böyle bir durumu fark etmeniz halinde lütfen yardım bölümümüzden bize durumu bildirin. Siteden kaldırılması için dosya numarasını mesajınıza ekleyiniz. İlgili dosya 48 saat içerisinde derhal siteden kaldırılır.. Telif haklarına gösterilen özen konusunda bize yardımcı olduğunuz için teşekkür ederiz..
Dosya No : 177237 -
Dosyanın Siteden Kaldırılması İçin Buraya Tıklayınız
1. INTRODUCTION İçerik
In learning a second language Games and game like activities can not only be a motivating but also an enjoyable style of teaching. As we all know lessons can sometimes be boring and uninteresting both for children and adults. In such a boring and depressing atmosphere it is difficult to be alert throughout the lesson, so amount of learning can decrease. The importance of this study is that it will occupy vital lace in the field of second language acquisition because it may help to motivate the students and also to gather their attention (Ersöz, Aydan) This study will be conducted to show that learning with games is an amusing and didactic style of second language acquisition for students regardless of age. It is a difficult and tiring task to learn a language because it needs attention and motivation at every time and with this end it is a struggle necessitating activity. (see, for example, Wright, Betterridge, Buckby).
The purpose of this study is to point out the advantages of using games in acquiring the target language. By the help of games the cold atmosphere in the classroom will be heated to some extend. This will help all students to participate in the lesson without fearing to make mistakes while speaking, so all students will be active an d ready to learn all kind of knowledge. Not only the active students but also the shy ones will ask questions and learn the lesson. The ones who are afraid of speaking and making mistakes may forget about these thoughts as a result of the fascinating and enjoying air in the class.
According Lee Su Kim, games are a break for the students in language classes which add color to the ordinary lessons. As language learning requires effort games help students to take a breath during the lesson and help them to motivate themselves. The students taking courage from games participate more in the lesson and so learn better.
This study may help the teachers to realize the effectiveness of games in teaching a language. Teachers, after teaching their students with games, may become aware of the fact they will get better results of the learners then they get when they taught the lesson with ordinary methods. So teachers will understand that games mustn’t be considered only as time filling or warming-up activities, but can be useful teaching methods. (Lee, 1979:3)
This use of games can be an important deficiency in second language acquisition when we consider it as an easier way of learning. As games enable students to get the most out of the lesson and provides them with the necessary knowledge about subjects it is illogical to use other more complex and stressing techniques. And by the time if these complex techniques doesn’t contribute to the learning of the students, we can consider the lack of game as a real problem. And when we also considering the complaints of teachers teaching foreign languages about the lack of interest of students to the target language games can be a solution for their problem (Ekmekçi, T. and Ekmekçi, Ö.)
The study, therefore, seeks answers to the following questions.
1. Cam we think of games as a style of teaching in second language acquisition?
2. What is the outcome of games when compared to ordinary teaching styles?
3. Should games be spare time filling activity or can it have contributing effects an motivation an learning?
4. Ace games mere a learning activity for youngsters a can they be beneficial for adults also?
Some people may regard games only for youngsters, but as Carrier also states that games shouldn’t be considered activities not only for children but also adults. By choosing the right sort of game and with proper presentation adults’ students can also learn through games (1980:6)
The above questions are all veiled because they are related to the subject and answers to this question can be inferred from all the writings in this study. Also related subject concerning this questions have all been investigated by many experienced researchers studying language acquisition.
First of all in this study we will talk about the place of games as a technique used in second language acquisition. We will discuss it’s effectiveness in the field and list it’s benefits showing references from people looking into this subject like: