Games that are used in teaching English can be divided into categories in many different ways. One way of dividing educational games is by categorizing them into groups depending on their model. Ingvar Sigurgeirsson (1995) has divided games into the following categories: games for dividing larger groups into smaller groups, introduction-games, group games, physical games, educational games, theoretical expression games, drawing and coloring games, educational card games, word games, story games and question games.
Another way of dividing educational games is by categorizing them into co-operative games and competitive games. Although competitive games can be a useful way to get some students interested and to maintain their focus, co-operative games, which revolve around working together towards reaching a specific goal, can be an excellent way to foster the skill of working with others. In co-operative games the emphasis is not on winning or losing, and as a result, nobody should have to suffer trauma of his or her self-confidence which could lead to better results in the learning process.
There are also games focused on fun and entertainment, interaction, developing learners᾽ knowledge of the world and games focused on some particular element of language. Based on their main function and structure, we can distinguish between structure games (focused on syntax and technical aspects of language), vocabulary games (focused on developing learners’ lexicon), spelling, pronunciation or number games, listen-and-go games, games and writing, miming and role-play, as well as discussion games. (Lee, 1991:18) Depending on the tools and various physical material used in order to play it, we took into account the classification put forward by Lewis and Bedson (1999: 17), who distinguished the following types of games: board games, card games, drawing games, guessing games, role-play games and movement games.
The language games can also be divided according to different principles. Hadfiled offers two classifications of language games. She divides them into linguistic (these focus mainly on accuracy) and communicative games (these are based on successful exchange of information). Hadfield’s second classification has more categories and usually includes both linguistic and communicative aspects. These games are as follows:
1. Sorting, ordering, or arranging games. For example, students have a set of cards with different products on them, and they sort the cards into products found at a grocery store and products found at a department store.
2. Information gap games. In such games, students don’t have all the information they need to complete a task or activity. They have to speak and to practice teamwork, working together, to acquire the missing information.
3. Guessing games. These are a variation on information gap games. One of the best-known examples of a guessing game is 20 questions, in which one person thinks of a famous person, place, or thing. The other participants can ask 20 yes/no questions to find clues in order to guess who or what the person is thinking of.
4. Search games. These games are yet another variant on two-way information gap games, with everyone giving and seeking information. Find Someone Who is a well-known example. Students are given a grid. The task is to fill in all the cells in the grid with the name of a classmate who fits that cell, e.g., someone who is a vegetarian. Students circulate, ask and answering questions to complete their own grid and help classmates complete theirs.
5. Matching games. As the name implies, participants need to find a match for a word, picture, or card. For example, students place 30-word cards, composed of 15 pairs, face down in random order. Each person turns over two cards at a time, with the goal of turning over a matching pair, by using their memory.
6. Labelling games. These are a form of matching, in that participants match labels and pictures.
7. Exchanging games. In these games, students barter cards, other objects, or ideas.
8. Board games. Scrabble is one of the most popular board games that specifically highlights language.
9. Role play games/dramas. Role play can involve students playing roles that they do not play in real life, such as dentist, while simulations can involve students performing roles that they already play in real life or might be likely to play, such as customer at a restaurant. Dramas are normally scripted performances, whereas in role plays and simulations, students come up with their own words, although preparation is often useful.
A similar classification is provided by Lewis & Bedson. In their classification some of the games listed above can be included under a broader umbrella term, such as movement games (the type of game when learners are physically active, e.g., Find your partner) or task-based games (usually pairs or groups work on a meaningful task in the way they enjoy; learners obey clear rules and they have got a chance to practise all language skills; teacher is an organizer and facilitator).
To sum up, educational games can be categorized in many other ways, for example, dividing games into groups depending on which age group they fit could be convenient, also a division into writing, reading, speaking, and listening games could be a good idea. Some games will always fit into many categories, which can make categorizing games a complex project.
Bibliography
Lee, W. R. 1991. Language Teaching: Games and Contests. Oxford: Oxford University Press
Lewis, G., Bedson, G. 1999. Games for Children. Oxford: Oxford University Press
Masheder, M. 1989. Let᾽s Play Together. London: Green Print