C ontents:
I.Introduction
1.1 Generalcharacteristics of the work
1.2 The role of games onlanguage lessons
II.Main Part
Chapter 1. Theory part
2.1.1 The advantages ofusing games
2.1.2 The adequacy inusing games
2.1.3 Learning grammar throughgames
Chapter 2.Practice part
2.2.1 Games withprepositions
2.2.2 Conditionals andWishes
2.2.3 Examples ofworksheets
III.Conclusion
IV.BIBLIOGRAPHY
I. Introduction
1.1 Generalcharacteristics of the work
The theme of my qualification work sounds as following:"Grammar Games - Motivation in Teaching English" This qualification work can becharacterized by the following:
2. Actuality of the theme.
In recent years language researchers and practitioners haveshifted their focus from developing individual linguistic skills to the use oflanguage to achieve the speaker's objectives. This new area of ​​focus, known ascommunicative competence, leads language teachers to seek task-orientedactivities that engage their students in creative language use. Games, whichare task-based and have a purpose beyond the production of correct speech,serve as excellent communicative activities. On the surface, the aim of alllanguage games is for students to "use the language"; however, duringgame play learners also use the target language to persuade and negotiate theirway to desired results. This process involves the productive and receptiveskills simultaneously. Standing on such ground, I considered the theme of thework actual enough to make investigation.
3. The tasks and aims of the work.
1. The first task of my work is todescribe the role of games on language lessons.
2. The second task is to describeviews of different linguists on the problem of using games.
3. The last task is to describevarious types of grammar games.
4. The novelty of the work.
I consider that the novelty of thework is concluded in new materials of the linguists, which were published inthe Internet. The novelty of my work is concluded in the fact, that I hadworked out some grammar games, which I had approbated on English languagelessons during my pedagogical practice.
5. Practical significance of thework.
In my opinion the practicalsignificance of my work is hard to be overvalued. This work reflects moderntrends in linguistics and I hope it would serve as a good manual for those whowants to master modern English language. Also this work can be used by teachersof English language for teaching English grammar.
6. Ways of scientific investigationused within the work.
The main methods for compiling ourwork are the method of comparative analysis and the method of statisticalresearch.
7. Fields of amplification.
The present work might find a goodway of implying in the following spheres:
1. In High Schools andscientific circles of linguistic kind it can be successfully used by teachersand philologists as modern material for writing research works dealing with usingof grammar games.
2. It can be used by teachers ofschools, lyceums and colleges by teachers of English as a practical manual forteaching English grammar.
3. It can be useful for everyone whowants to enlarge his/her knowledge in English.
8. Linguists worked with the theme.
As the base for my qualification workI used the works of Abbott G., Azar B. Sh., Horwitz E.K., Lee Su Kim and others [1].
9. Content of the work.
The present qualification workconsists of four parts: introduction, the main part, conclusion andbibliography. Within the introduction part, which includes two items I gave thebrief description of our qualification work (the first item), where I describedits actuality, practical significance, and fields of amplification, anddescribed the role of games on language lessons. The main part of myqualification work includes several items. There I discussed such problems asadequacy in using games and their advantages. In the second chapter (practicepart) of main part described different types of grammar games, and includedworksheets, which are needed for playing these games. In the conclusion to myqualification work I tried to draw some results from the scientificinvestigations made within the main part of my qualification work. Inbibliography part I mentioned more than 20 sources of which were used whilecompiling the present work. It includes linguistic books and articles dealingwith the theme, a number of used dictionaries and encyclopedias [2]and also some internet sources.
1.2 The role of games on language lessons
Games offer students a fun-filled and relaxing learningatmosphere. After learning and practicing new vocabulary, students have theopportunity to use language in a non-stressful way. While playing games, thelearners 'attention is on the message, not on the language. Rather than payattention to the correctness of linguistic forms, most participants will do allthey can to win. This eases the fear of negative evaluation, the concern ofbeing negatively judged in public, and which is one of the main factorsinhibiting language learners from using the target language in front of otherpeople. In a game-oriented context, anxiety is reduced and speech fluency isgenerated - thus communicative competence is achieved.
Games are also motivating. Games introduce an element ofcompetition into language-building activities. This provides valuable impetusto a purposeful use of language (Prasad 2003). In other words, these activitiescreate a meaningful context for language use. The competitive ambiance alsomakes learners concentrate and think intensively during the learning process,which enhances unconscious acquisition of inputs. Most students who haveexperienced game-oriented activities hold positive attitudes towards them(Uberman 1998). An action research conducted by Huyen and Nga (2003), studentssaid that they liked the relaxed atmosphere, the competitiveness, and themotivation that games brought to the classroom. On the effectiveness of games,teachers in Huyen & Nga's (2003) reported that action research reported thattheir students seem to learn more quickly and retain the learned materialsbetter in a stress-free and comfortable environment.
The benefits of using games in language-learning can besummed up in nine points.
Games: are learner centered.
1.promotecommunicative competence.
2.createa meaningful context for language use.
3.increaselearning motivation.
4.reducelearning anxiety.
5.integratevarious linguistic skills.
6.encouragecreative and spontaneous use of language.
7.constructa cooperative learning environment.
8.fosterparticipatory attitudes of the students.
II. Main Part
Chapter 1. Theory part
2.1.1 The advantages of using games
Many experienced textbook and methodology manuals writershave argued that games are not just time-filling activities but have a greateducational value. W. R. Lee holds that most language games make learners usethe language instead of thinking about learning the correct forms. He also saysthat games should be treated as central not peripheral to the foreign languageteaching programme. A similar opinion is expressed by Richard-Amato, whobelieves games to be fun but warns against overlooking their pedagogical value,particularly in foreign language teaching. There are many advantages of usinggames. "Games can lower anxiety, thus making the acquisition of input morelikely "(Richard-Amato). They are highly motivating and entertaining, andthey can give shy students more opport...
