The benefits of games in learning a foreign language are no longer in doubt.
From Montaigne to the Common European Framework of Reference for Languages, we’ve been referring to it.
But while there are many genres, let’s take a look at the most common ones in our Moscow FLE teaching/learning context.
Game types
Linguistic games for learners
They enable the repeated use of grammatical structures and vocabulary in a playful context. This helps to automate the language.
Here’s an example with several tables of language games, from level A1 to C1.
If you’re a French teacher, we can’t recommend the Zexperts site highly enough for this kind of game.
Board games
Mainly aimed at native speakers, although some are still accessible to learners of French.
Here’s a demonstration of the Sandwich game.
As you can see, if you’ve mastered the vocabulary of food, all you need to do is use phrases like “I’ll trade you some peppers for your fish“, and you’re ready to play at A1 level.
You can make the game more challenging by asking learners (as in this video) to convince others that their sandwich is the best. This quickly leads to A2.
As for argumentative games, they may require a solid level of language.
Here the President’s Game (for B2+ learners) demonstrated with 2 native speakers and 2 Russians.
Role-playing/theatrical games
An enormous personal and linguistic contribution.
They can require a great deal of preparation time, depending on the role to be played and the language level targeted.
An example here, from level A2+, with a role-playing game.
Their advantages
From a pedagogical point of view
- The dynamics of the game make it easy to speak up. We talk because we want to play and win.
- If the game “catches on”, learners become authentically involved.
- Change of focus: putting yourself in the shoes of a player allows you to distance yourself from yourself and your expectations. You’re both detached and relaxed, but also very involved in your role as a player.
- The freedom to play out any situation allows you to use lexis that you wouldn’t otherwise use.
From a linguistic/cultural point of view
- First of all, it’s worth noting that games generally involve almost all the language skills listed in the CEFR: oral/written reception, oral production, oral interaction and, sometimes, mediation.
- It develops vocabulary (for Scrabble-type games), discourse skills discursive skills (coherence and organization of discourse), para-verbal skills (intonation, accentuation, onomatopoeia), non-verbal skills (gestures, mimicry, mime, facial expressions), as well as cultural elements.
Let’s take a look here at the statistics from a Sandwich session (see test above), with the frequency of use of logical connectors (but, also, because, as…) according to the level of the participants.
Thanks to Lucile Soudier, whose blog link can be found here.
- For advanced players (C1-C2) and native speakers, we develop knowledge of the implicit (semantic or cultural).
From a cognitive and affective point of view
- It develops our cognitive functions (attention, memorization, categorization, deduction, etc.).
- it develops emotional bonds between participants and creates a social fabric.
How do I use them?
In this age of gamification, even if games are all the rage, they can’t be used just any old way.
A few tips:
1. The learning context:
We need to create a relaxed, trusting atmosphere where learners feel they can discover themselves and let their emotions flow.
2. Choosing the right game:
It’s important to choose the right game for your course objectives, your chosen methodology and the type of learners you have in front of you.
3. The teacher’s role:
He must be convinced of the merits of the game, because you can feel it. If he has to lead by example or participate, he does so with sincerity and enthusiasm, and must also expose himself. Because if he doesn’t, there’s no reason why his pupils should.
He can, however, act as referee, moderator and organizer of the game, whose rules he must know perfectly well.
Conclusion
Play is a great source of pleasure.
It contributes to a good atmosphere and strengthens bonds between participants, who practice the language intensively without realizing it.
It can bring a great class dynamic and have repercussions on the general attitudes of students, who, thanks to play, will no longer be afraid to speak up, express their thoughts or feelings.
Here’s a link to the works ofHaydée Silva, who has been the high priestess of games in the FLE classroom for many years. Her blog has 1.5 million visitors.
On the Quartier francophone’s Youtube channel, you’ll also find demonstrations of other types of games (and lots of French songs!).
May the spirit of the game be with you! 😁
