Teaching English through Authentic Games and Sports

Abstract

It is not an easy task to learn a new language; sometimes the process is frustrating and boring. Literature suggests that language games make the learning process more enjoyable and effective (Kim, 1995; Ersoz, 2000; Tyson, 2000). Students get motivated, increase cooperation, and use the language interactively. This paper discusses a course based on authentic games and sports to teach EFL teenage learners starting at the pre-intermediate level. The list of games includes: UNO, Monopoly, chess, computer-based football, Mafia, Truth or Dare (21), Pantomime and “Wh-”questions. The course is aimed at developing learners’ speaking and listening skills in particular, at the same time contributing to the improvement of writing and reading skills. In addition to improving learners’ English skills, it also aims to practice their critical thinking, collaborative, and physical skills. The pilot of the course suggests that this 10-week long task- and content-based course has helped learners develop all the skills mentioned above through various communicative and authentic tasks. It has particularly helped learners use the English language in authentic contexts specific to target games and sports, follow spoken directions, summarize texts both orally and in a written form and recognize game and sport related words. The course has also helped learners master their team working/building skills actively participating in all games. One of the challenges of the course has been the integration of physical exercises, the effectiveness of which varied depending on the age and preferences of the learners. Keywords: Content-Based Instruction, Task-Based Instruction, language learning, languages kills, EFL, authentic games, sports.