Abstract:
This study is aimed to evaluate the role of games in developing
English language learning in basic schools. At this study the researcher
wants to prove that SPINE series do not contain enough games with
concentrating on the first three books. Also prove that Classroom games
have different ways to enhance English language learning and improve
pupils’ language in very useful and joyful ways. In another hand, the
researcher wants to show teachers how to use games through their
teaching stages. The methodologies used were descriptive and
experimental one.
The population of the study were primary school teachers and
pupils, the subjects were (15) teachers from Khartoum state, students
from different four classes (each class from different school) participated
at this study.
The researcher uses three different tools to collect data, interviews for
expert teachers, observation for different schools (two governmental and
two private schools) and analyses of (3) first books of SPINE series.
The study hypothesized that the first three books of SPINE series
don’t have enough games. Classroom games motivate pupils to learn
more English language also affect their performance in learning language
and improve their skills. The games values saved when teachers train
their pupils from early time of the year how to play games. Using
Classroom Games through lesson are more valuable than using them
separately.
The analysis from the collected data illustrated that, there are enough
Classroom Games at the first three books of SPINE series, but the
syllabus designers make most of them as a revision with concentrating on
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vocabulary and spelling. Also the study find Classroom Games deal with
different learning styles and give pupils chances to learn through their
own ways, so they motivate pupils to participate and interact with each
other in English language; even shy pupils try to interact, improve and
enhance their language. When teachers train their students from the
beginning of the year they avoid misunderstanding of games rules which
may lead students to distract their attention and west games values. Using
classroom games through lesson are more valuable than using them
separately, they depend on the lesson but it time dose not enough to use
them.
The study presented some recommendations, the most important one
is:
When the teachers choose Classroom Games they must concentrate on
games which have great values in language learning with consider lesson
time, number of pupils and lesson aims and design the lesson plan
according to that.
