Introduction

For the past 15 to 20 years, language learning has transformed tremendously and
scholars have found new approaches into conveying the lessons which contributed to
promising results. With the emergence of communicative language teaching (CLT), English
language teaching has evolve towards getting messages across during a conversation regardless
of accurate grammar. Nonetheless, grammar is to be integrated into each lesson a teacher
carry out in his or her classroom.

This study intended to study the effectiveness of exploiting games in teaching grammar
to young learners with regard to 15 Turkish English Foreign Language (EFL) teachers. Based
upon the abstract of the study, the result was quite interesting as every teacher poses his or
her own belief in teaching grammar using language games. The principle that a teacher holds
on to is crucial in determining the success or effectiveness in thing language teaching approach.

Literature Review

Grammar can be considered as the root for any languages. In order for a learner to be
proficient in any language, mastery of grammar is the primary part of L2 acquisition. Owing to
that, it is best if the rules and regulations of grammar are mastered at the early stage of L2
lesson rather than increasing vocabulary in isolation. The author tried to discuss the relevancy
of using games to master grammar plus teachers present attitude towards using such
approach.

McCallum (1980) quoted that applying games into teaching can increase motivational
level of learning among young learners as long as it is properly introduced. Teachers have to be
creative and innovative enough to manipulate the activities thus enhancing the stimulating
level of excitement in second language acquisition. In return, the energy poses by the learners
can be translated into something positive hence making the lesson a fruitful one.

Language learning activities involving games can be described as active participation

among learners which are students-focused. Crookall (1990) mentioned that language learning
activities involving games require teachers and learners to switch roles during a lesson which
provide a chance for the learners to direct their own learning perspective where learners can
acquire the L2 in the similar way that they had mastered their L1.

Another advantage of using game-based activities is some of the approaches would be

closely related to real-life situations. As argued by Celce-Murcia (1979) noting that the language
which is used during games should resemble the real world to be practiced regardless of how
contrived it may be to the students. Young learners will be able to practice the usage of daily
communications subconsciously to make the learning free of stress.

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 In relation to the fun environment that may be created using games in L2 teaching,
teachers must be meticulous enough to carefully select a proper game to achieve the objective
of the lesson. Any game chosen may look appropriate at the beginning, but teachers must
predict whether the proceeding of the lesson will produce a memorable and meaningful lesson
to the students or not.

Nedomova (2007) quoted that the game-like activity used only for the purpose of
making the lesson more interesting and attractive whilst omitting boredom in class. Teachers
should also consider other aspects of learning such as participation from all the group members
without denying the low proficient user of their right to be involved in the activity. It would be
doubtful if only a small number of students remain active throughout the activity without the
participation from all class members.

Rinvolucri (1990) clarified that game-like activities on grammar item can only be applied
after a grammar presentation but before presenting a given structure. This means that teachers
can use grammar games simply to narrow the students perceivable interest towards the
grammar subject before explaining the grammar rules and concept. Educators should never use
grammar games to teach the subject as students might not obtain accurate information of the
concept since that they are learning below the state of awareness.

Objective of the Study

The research was designed to answer four research questions; (i) What are Turkish EFL
teachers belief about pedagogical value of using games in foreign language classroom?, (ii)
What are the teachers attitudes towards using games in grammar teaching?, (iii) What do
teachers think about the effectiveness of using games in teaching grammar to young learners?,
and (iv) To what extent do the teachers of EFL make use of games while teaching grammar?

Teachers are the gatekeeper for the source of information in the classroom. It means
that teachers have the power to control the flow of information within the classroom context.
So, teachers attitudinal belief towards the effectiveness of game-based grammar teaching is
crucially important to be determined for any researchers in order for the researcher to reach an
accurate result.

Nonetheless, the early perception was gathered from the view of teachers only but for
better understanding of the whole process, the data gathered need to cover a holistic aspect
from all the parties involved. However, a different outcome might intervene as the learners are
still at the early age L2 acquisition and definitely an alternative approach should be put under
the researchers consideration.

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Method

15 EFL teachers volunteered for the research and these teachers were supplied with a
questionnaire to determine the result of research questions as mentioned above. The research
questions consist of 15 questions ranging from teachers belief to the extent a teacher will go to
when using games while teaching grammar. Empirical data was collected in form of percentage
whether the teacher agree or disagree to the statement given.

Result

As predicted, all 15 teachers agreed that games present plenty of opportunities for the
learners to project their skills in many language areas and not grammar solely. 93.33% of the
teachers agree that games should have a special role in foreign language teaching and 86.67%
of the teachers believe that games are both fun and full of pedagogical values. Surprisingly,
more than half of the teachers (53.33%) agreed that games are for fun to avoid boredom during
lessons.

Based upon the result, it can be concluded that the teachers are in favor of the
statement that using games in language teaching have its pedagogical values. Regardless of
how hilarious the games may result or how much fun the learners will experience, some
pedagogical values can be inserted in the game itself. The content of the games must support
the lesson either extrinsically or implicitly.

For the question about teachers attitude towards the use of games in grammar
teaching, a large number of teachers (86.67%) have difficulty in finding a game for every aspect
of grammar and 80% of them felt uncomfortable of not giving the exact rules for every
grammar subject. However, a majority of them believe that using games is time consuming
(60%), using games is a distraction for the students attention (56.67%) and they cannot
measure students knowledge when using games (63.33%)

The teachers respond of whether the usage of games is effective or not, 93.33% of
them believed that games can lower students anxiety level and motivating yet entertaining for
the weak students. 76.67% of the teachers agree that games are very effective in grammar
teaching and 90% of them thought that using games is a good approach to learn grammar
unconsciously and not structurally. The final question reflected a positive mark when 63.33% of
the teacher will produce an effort to use games in their grammar classes.

The findings of the research have given statistical evidence that using games in grammar
teaching is considered as effective solution to teach grammar without the agony or memorizing

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the rules and concept. The main problem which can be quoted from the research questions is
that teachers are faced with the obstacle of finding the correct game to suit the learning topic.
Some of the games chosen might be too abstract for the young learners and some other might
be redundant with the lessons taught earlier.

Conclusion

The research outcome managed to answer all the four questions put forth in the study.
The data should be critically analyzed to triangulate a better conclusion to the research. Maybe
in future study, the researcher can design a research from the perspective of the young
learners themselves. Although it might be a bit chaotic as the respondents are learners of
young age, a deeper psychological conclusion might be formulated in the process.

On positive finding is that every teacher agreed to the fact that using games nurture the
present skills of young learners in the context of language learning. It is believed that teachers
may be able direct the energy produce from game-like activities into the whole process of
teaching and learning. The success of doing so might produce a feasible result which in return
can assist the dynamic growth of knowledge among young learners.

References

Celce-Murcia, M., & McIntosh, L. (1979). Teaching English as a second or foreign language.
Newyork: Newbury House.

Crookal, D. (1990). Simulation, gaming, and language learning. New York: Newbury House.

McCallum, G. P. (1980). 101 word games: For students of English as a second or foreign
language. Oxford University Press.

Nedomova, A. (2007). Teaching grammar to young learners. Unpublished master thesis.

Masaryk University. Czech Republic. http://is.muni.cz/th/44537/pedf_b/bachelor_thesis.pdf

Rinvolucri, M. (1990). Grammar games: Cognitive, affective and drama activities for EFL
students. Cambridge: Cambridge University Press.