ERIC Number: EJ694384
Record Type: Journal
Publication Date: 2005-Aug
Reference Count: 16
Games and Foreign Language Teaching
Support for Learning, v20 n3 p135-140 Aug 2005
Active spoken mastery of a foreign language all too often remains an illusive wish on the part of language learners. There is a tendency to seek the causes of non-fluency and accurate speech outside the classroom, for example, too little involvement, interest and time investment on the part of learners. In this article Manuela Macedonia asserts that the problem is attributed primarily to the type of exercises that are employed to process foreign language input. Traditional transmission of morphology and syntax by way of rules, and practising such rules via written exercises, does not lead to spoken language, for with this type of practice the retrieval of learned material is too slow and often incomplete to enable successful speech. While games in language and SEN instruction are not new, in this article their targeted usage based on cognitive neurological evidence is proposed in order to proceduralise declarative knowledge and thereby to elevate accuracy and fluency to a level that enables real-time speech.
Descriptors: Foreign Countries, Second Language Instruction, Language Fluency, Syntax, Educational Games, Teaching Methods, Oral Language, Language Teachers, Second Language Learning
Journal Customer Services, Blackwell Publishing, 350 Main Street, Malden, MA 02148. Tel: 800-835-6770 (Toll Free); Fax: 781-388-8232; e-mail: firstname.lastname@example.org.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Macedonia