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Moreover, Rivers (1987:89-91), claims that there are many different uses for songs as a warm-up

activities, In one hand, songs may both be used for the grammar class. They may support
widespread and concentrated listing , and inspire resourcefulness and use of imagination in an
undisturbed classroom ambiance. Whereas selecting a song the teacher should take the age,
interests of the learners and the language being used in the song into deliberation. To improve the
four skills, it is also advantages to allow learners to take part in the selection of the songs. the latest
concern of the foreign language teachers is to make the students use the language communicatively.
After the realization of the communicative competence, activities, or techniques that are task-
oriented and that guide students to use the language. imaginatively have gained significance. in the
other hand, Rivers(1987) believes that games can solve many problems through problem solving
activities, which are task-based and have a purpose beyond the production of accurate speech, are
the examples of most preferable communicative activities . Such activities highlight not only the
competence but also the performance of learners. Rivers adds that games are organized according
to a specific rules, and they are very enjoyable. Most games require choral responses or group
works, whereas, problem -solving activities require individual response and creative solutions.
games and problem solving activities are generally used after the presentation , in the practice part,
because such communicative tasks can only be handled after mastering sufficient grammar and
lexical points.

2. Current research in the area

Milton (2005-2006:111) suggests a recent view in 'language technology and learning'. He claims that
learning a language is different from any other subject in the curriculum as it combines explicit
learning of vocabulary and language rules with unconscious skill development in the fluent
application of both these things for language learners this implies that they should be able to master
both grammatical knowledge and fluency, the latter being often difficult to provide in classrooms
where a couple of lessons a week may fail to provide the meaningful exposure to the foreign
language required for learning. He suggests that games and simulations have been part of the
language learning for decades, and have had a role in supporting communicative approaches to
learning for instance supported fluency and research, reflections and innovations in integrating in
education communicative competence by letting learners simulate or play real life situations, drama
or narrative .

in addition, Crookall (2007:46-53) summarizes the advantages of using games and songs as a
teaching aids to teach English as a second language.