2.1. Games in vocabulary teaching and learning
2.1.3. Main types of language games
Learning a language is a difficult endeavor that can be unpleasant at times. To correctly understand, pronounce, and manipulate a new language, consistent effort is required. As a result, games are considered to be incredibly calming and successful methods for teaching and learning a language since they motivate pupils, reduce tension, and supply the chance for real communication to learners since language games are so important in English Foreign Language (EFL) classrooms, teachers must pay more attention to the games they use in class. According to Hadfield (1984),
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there are two types of language games: verbal games and communicative games.
Furthermore, games are grouped into the following categories, which are made up of both linguistic and communicative types:
● Sorting and organizing games: pupils are given a series of cards with various items on them, and their task is to organize the cards into products available in a department store.
● Guessing games: are a kind of knowledge gap game. One of the most well- known guessing games is 20 questions, in which one individual imagines a famous individual, a location, or an object. The other participants will ask 20 yes/no questions to find clues about the other participants.
● Knowledge gap games: in these games, one or two people have information that other people need to perform a mission. For example, one person might have a drawing, and his friend's job is to produce the same drawing by listening to the provided information.
● Search games are a kind of two-way knowledge gap game, in which everybody gives and receives information. Find someone who will serve as an excellent role model. Pupils are given a grid to work on. The goal is to fill in every cell in the grid with the name of a classmate who was the first to fill the cell. Someone who is a student circulates the room, asking and answering questions to complete their grid and assist classmates.
● Matching games: as the name suggests, players must find a match for a word image or card. For example, pupils put 30-word cards, each of which is made up of 15 sets, face down in random order. By using their memory, each person turns over two cards at a time, hoping to turn over a matching pair.
● Labeling games are a form of matching game in which players match labels and images.
● Exchanging games: these games involve pupils exchanging and gathering cards, other items, or related ideas. This segment includes a lot of board games. Go fish, for example, is a popular children's card game.
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● Roleplaying games: Roleplaying games may involve pupils pretending to be someone they aren't in real life, such as a dentist. Although simulations may involve pupils playing roles that they serve in real life or that they could play in the future, such as a restaurant customer. Pupils come up with their vocabulary in simulations, while dramas are usually orchestrated performances.
According to McCallum (1980), games are categorized as Vocabulary games (I Packed My Bag for Alaska, Observe and Remember, You'll Never Guess!, Animal Squares); Number games (Buzz, Take a number, Numbered Chairs, the power of Concentration); Structure games (Bananas, This or That, First Guess, Thousand Dollars); Spelling games (Spelling Bee, Which Is Which?, Spy Code, Ghosts);
Conversation games(Don't You Remember?, Rumor, Famous Couples, Cross Questions); Writing games (The Story of Your Life, story Nightmare, A Through Z);
Role plays and dramatics (Story during a Bag, Acting with Adverbs, Murder, Guess What I Do).
Rixon (1981:2) also proposed three categories for categorizing language games. To begin, he states that there are six different types of games, each requiring the highest language proficiency. they're Spelling (Hang Man, what percentage of Words are you able to Make?, Spelling Bee); Vocabulary (The Minister's Cat, Vocabulary Bingo, Vocabulary Pelmanism, Vocabulary Snap, what is the Word?);
Listening Comprehension (If O'Grady says, Which One is It?); Sound Discrimination (Pronunciation Bingo, Ship or Sheep?); Reading Comprehension (Do As you're Told), and Pronunciation (Pronunciation Find Your Partner). Second, games are divided into six types, with the major focus on the language function required: Giving and Following Instructions (Describe and Arrange, Describe and Draw, Furnish the Room); Justification (Gifts for the Family, If, Picture Dominoes); Expressing Intention (Picture Dominoes, Gifts for the Family); Agreement and Disagreement (If, Gifts for the Family, Picture Dominoes); Description (Describe and Draw, Find the Difference, The Lego Game); and Giving Definition (What's the Words?). The final technique to categorize game genres is based on the structures and grammatical points used. There are a variety of varieties, including Question Forms and Short Answers
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(I Spy, What's in the Bag? What's My Line?); 'Is there?', 'There is' (Find the Difference); 'Have you got...?' (Find Your Partner, Happy Families); 'A... with …' (Describe and Arrange, Find Your Partner, Which One is It?); ' What's the time…?', ' It's …o'clock' (What's The Time, Mr. Wolf?); Imperatives (Describe and Arrange, Describe and Draw, Do as You Are Told, Furnish the Room, If, O'Grady Says);
Second conditional (If He Were a Flower); First and second conditional: 'Unless...' (If); Prepositions (Describe and Arrange, Furnish the Room); and Past tenses (Past Tense Bingo, Past Tense Knockout).
In conclusion, the researcher has simply supplied some sorts of games to assist teachers in creating appropriate games for each session, as well as a foundation for the researcher to investigate the future steps