Unquestionably, the field of language teaching has known a drastic change moving from the classic educational model, wherein teaching is deemed a serious matter, to the most flexible and communicative approaches upon which contemporary methods are based. Thus, a funny low anxiety atmosphere in the classroom has become a prerequisite to effective learning. The use of games, which is the scope of this paper, is only one way among others to foster that atmosphere.
Why use games?
There is a common perception that all learning should be serious and solemn in nature and that if one is having fun and there is hilarity and laughter, then it is not really learning. This is a misconception. It is possible to learn a language as well as enjoy oneself at the same time. One of the best ways of doing this is through games. Many experienced textbook and methodology manuals writers have argued that games are not just time-filling activities but have a great educational value. W. R. Lee holds that most language games make learners use the language instead of thinking about learning the correct forms (1979:2). He also says that games should be treated as central not peripheral to the foreign language teaching programme.Howevern he warns against overlooking games’ pedagogical value, particularly in foreign language teaching.