Lecture Games in teaching grammar for the young learners

Theories of Games
According to Haldfield (1999) games serve not only as an ‘amusing activity’, but as a technique to carry out tasks to learners amusingly as well.
Therefore, games are used suitably in the way in which learners are led to participate in the games so that they can have a chance to practice or use the new language items they have just learnt eagerly and willingly instead of forcing them to do the tasks unwillingly. It is more effective in a way that students can play and learn at the same time.
There are many kinds of games designed for different levels as well as topics, so that students with different language proficiency levels can enjoy and gain the best results from them.
Classifications of games
Classifying games into categories can be difficult because categories often overlap. Hadfield (1999) explains two ways of classifying language games:
First, language games are divided into two types: linguistic games and communicative games.
Linguistic games focus on accuracy, such as supplying the correct antonym. Communicative games focus on successful exchange of information and ideas, such as two people identifying the differences between their two pictures which are similar to one another but not exactly alike.
Correct language usage, though still important, is secondary to achieving the communicative goal.
* Number games
* Spelling games
* Conversation games
* Writing games
* Role play and dramatics
Teachers should be careful of choosing the most suitable game for each lesson so that learners and teachers can benefit the most from these games. Effort is required at every moment and be maintained over a long period of time. Games help
and encourage many learners to sustain their interest and work. Games help the teacher to create contexts in which the language is useful and meaningful.
As Hansen (1994: 118) states,
“Games are highly motivating and entertaining, and they can give shy learners more opportunity to express their opinions and feelings.” Games are highly motivating since they are amusing, interesting and at the same time challenging. The activities in a game get all the students to move around, activate their mental capacities and stimulate neural networks, thus motivating learners in learning and retention. At that time, students who are shy also attend the activities with fun, forgetting their shyness and feeling of fear. Further, games add interest to what students might not find interesting. Sustaining interest can mean sustaining effort.