The Effect of Using Language Games on Productive Skills. With Reference To Adult Learners' Characteristics

Abstract

In recent years, more emphasis has been given to the different disciplines associated with foreign language learning and teachin g. Moreover, new directions of language teaching have been more learner-centered as has been confirmed by Holiday (1980); Dickenson (1987), Hill (1971) and Cuiora et al., 1972). They all suggested the importance of the affective factor in the teaching and learning, i.e., Ieamer's personality and attitude. For example, one of the main affective factors affecting learning is stress. Subsequentl y, many educators thought about reducing this stress in order to promote learning. Tllis stress or anxiety is mainly caused by different factors such as cultural shock, lack of empathy, intolerance of ambiguity, and a contradiction between the teacher's method and learners' style. Hence, the impmtance of gaming as a technique to reduce anxiety and enhance learning. Fwther, gaming as a self-directed technique in wllich different learners preferences are expanding and pa.tticipating in a variety of activities, would enha.t1ce productive skills, i.e., speaking and writing. However, the effect produced by language games is different according to some leamers' characteristics. Therefore, the purpose of the study was to investigate the game effect on productive skills in relation to some learners' characteristics. Subjects were 80 students learning English as a foreign language at the National Centre for Language and Translation at the intermediate stage; They were divided into two groups: experimental and control group. The control group was given the traditional language activities to promote writing and speaking. On the other hand, the experimental group was given language games to promote writing and speaking. The duration was 2 months.

The study fOLmd that gaming had an effect on the experimental group but not statiscally significant. Nevertheless, the effect was different among learners according to some personality and cognitive variables.

It is recommended that teaching methods should be adaptable and flexible to match the learners' leanling styles and personality. Furthennore, game techniques can be used not only as a breather but also as an important component of the lesson.