DOCONVIT 88SONE ED 177 887 FL 010 623 AUTHOR Omaggio, Alice C. TITLE Games and Simulations in theForeign language Classroom. Language in Education. INSTITUTION ER/C Clearinqhcuse on Languagesaud Linguistics, irlington, Va. SPONS AGENCY National Inst. of Education (DHEW) ,Washington, D.C. PUB DATE 78 NolE 66p. AVAILABLE FROMCenter for Applied Linguistics, 1611 b. eletStreet, Arlington, Virginia 22209 ($5.95) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS Chinese; *Classroom Games; Comprehension;Culture; *Educational Games; French; Games; German; Grammar; Italian; *Language Instruction; LanguageSkills; *Learning Activities; Postsecondary Education;Role Playing; Russian; Secondary Education; Second Language Learning; *Simulation; *SkillDevelopment; Spanish; Speech Communication; Teaching Methods; Vocabulary IDENTIFIERS Information Analysis products ABSTRACT This paper presents some of thematerials available for games and simulationactivities ip the foreign language classroom and organizes the materials in terms'of their usefulness for reaching ;.ipecific instructional objectives. Thelist of games and simulations represents a wide variety of activitiesthat cam be used in the development of various skills in anysecond language. Sample games are provided inFrench, German, Russian, Spanish,Chinese and /talian. Each game has beenanaly2ed to determine its particular ohjective in language skills development andhas been integrated into a simplified taxonomicstructure of language-learning tasks.These tasks progress from simple to complex. Thefirst half of the compilation includes gameQ that aredesigned to strengthen students' command of discrete linguisticfeatures olf the second language; the ,econd half includes games that require morecomplex communicative operations. Games in the firstsection, "Knowledge of Specifics," focus on mastery of language forms;those in the section entitled "Development of Communication Skills,"focus on the meaning of the message communicated. Thedescription of each game includes the purpose, level, directionsfor play, materials needed, and the source. (Author/AMH) *********************************************************************** Reproductions supplied by EDRS are the best that canbe made from tEE original document. *********************************************************************** LANGUAGE IN EDUCATION: THEORY ANDPRACTICE 13 1. Games and Simulations in theForeign Language Classroom Alice C. Omaggio "PERMISSION TO REPRODUCE THIS U S DEPARTMENT OFHEALTH, EDUCATION & WELFARE MATERIAL HAS BEEN GRANTED BY NATIONAL INSTITUTE OF EDUCATION .1; DOC uMENT HAS BEENREPNO. THIS ROM MICE() xAc rt. y As RECEIVED THE PERSON OR ORGANIZATIONORIGIN- J/Yt, r ATINc, IT POINTS OF VIEWOR OPINIONS REPRE- STA TEO DO NOT NECESSARILY OF SENT O If IAL NATIONAL INSTITUTE TO THE EDUCATIONAL RESOURCES A TION POSITION OP POLIC; i. INFORMATION CENTER (ERIC):' Published by Center for Applied Linguistics Prepanid by- IERC1 Clearinghouse on Languages and Liuguistics Language in Education: Theor; and Practice Series ISBN: 87281-092-5 ISBN: 87281-099-2 May 1978 Copyright ©1978 By the Center for Applied Linguistics 1611 North Kent Street Arlington, Virginia 22209 Printed in the U.S.A. LANGUAGE IN EDUCATION: THEORY AND PRACTICE ERIC (Educational Resources Information Center)is a nationwide network of information centers, each responsiblefor a given educational level or field of study. ERIC is supported by the NationalInstitute of Bducation of the U.S. Department of Health, Educationand Welfare. The basic objec- tive of ERIC is to make current developmentsin educational research, instruction, and personnel preparation morereadily accessible to educa- tors and members of related professions. ERIC/CLL. The ERIC Clearinghouse on Languages andLinguistics (ERIC/CLL), one of the specializedclearinghouses in the ERIC system, isoperated by the Center for Apploted Linguistics. ERIC/CLL is specifically responsible for the collection and dissemination ofinformation in the general area of research and application in languages,linguistics, and language teach- ing and learning. LANGUAGE IN EDUCATION: THEORY AND PRACTICE. In addition 4.o processing information, ERIC/CLL is also involved ininformation synthesis and analysis. The Clearinghouse commissionsrecognized authorities in lan- guages and linguistics towrite analyses of the currentissues in their areas of specialty. The resultant documents, intendedfor use by educa- tors and researchers, are publishedunder the title Language in Education: Theory and Practice.* The series includes practical guidesfor classroom teachers, extensive state-of-the-art papers,and selected bibliographies. The material in this publication wasprepared pursuant to a contract with the National Institute ofEducation, U.S. Department of Health, Education and Welfare. Contractors undertaking such projectsunder Gov- ernment sponsorship are encouraged to expressfreely their judgment in professional and technical matters. Prior to publication, the manuscript was submitted to theAmerican Council on the Teachingof Foreign Languages for critical review and determinationof professional competence. This publication has met such standards. Points of view or opinions,however, do not necessarily represent theofficial view or opinions of either ACTFL or NIE. This publication may be purchaseddirectly from theCenterrfor Applied Linguistics. It also will be announced inthe ERIC monthly abstract journal Resources in Education(RIE) and will be available from the ERIC Document ReproductionService, Computer MicrofilmInternational Corp., P.O. Box 190, Arlington, VA22210. See RIE for ordering informa- tion and ED number. For further information on the ERiCsystem, ERIC/CLL, and Center/ Clearinghouse publications, write to ERICClearinghouse on Languages and Linguistics, Center for Applied Linguistics,1611 N. Kent St., Arlington, VA 22209. *From 1974 through 1977, all Clearinghousepublications appeared as the CAL.ERIC/CLL Series on Languages andLinguistics. Although more papers are being added to theoriginal series, the majority ofthe ERIC/CLL information analysis products will beincluded in the Language in Educa- tion series. CONTENTS INTRODUCTION vi Purpose vi Taxonomy vii Organization viii KNOWLEDGE OF SPECIFICS 1 Knowledge of Specific Facts about a Country or Itz Culture 1 Geography Games 1 History and Culture Games 3 Knowledge of Discrete Linguistic Features 6 Knowledge of Vocabulary: Recognition 6 Listening Games 7 Reading Games 8 Knowledge of Vocabulary: Recall 9 Word-Building Games 9 Recall of Word Families and Werd Categories 15 Knowledge of Isolated Syntactic Structures 19 DEVELOPMENT OF COMMUNICATION SKILLS 25 Comprehension 25 Physical Response 25 Identification 27 Meaningful Production 28 Forming Simple Messages 28 Forming Lixtended Messages 32 Synthesis of Multiple Messages 34 Social Interaction Games 40 APPENDIX A 51 APPENDIX B 53 APPENDIX C 54 5 INTRODUCTION f materials availa0e for games and The purpose of this paper is to :sents:::::the simulation activities in the for ignlanguage classroom and organize these materialsin terms of their m,fulness forreaching specifflic instructionalobjectives.. It does represent, The list of games and simulationsincluded here is not exhaustive. various however, a wide variety of activities that canbe used in the develcpment of French, German, Russian, skills ih anY second language. Sample games are proAded in Spanish, Chinese, and Italian. n language skills devel- Each game has been analyzed todetermine its p.rticular objective in of language-learning opment and has been integratedinto a simplified taxonomic structure Taxonomy of The organizational scheme was designedby the author, using Bloom's tasks. The language tasks progress from Educational Objectives: The CognitiveDomain as a model. includes games that are designed to simple to complex: the first half of the compilation the strengthen students' command of discretelinguistic features of the second language; operations. It is second half includes games thatrequire more complex communicative necessary, however, to keep inmind that any hierarchicalscheme describing cognitive processes will be simplisticand that there will be someoverlap in skills development an structure within students participate in these activities. ",e taxonnmy is offered as a the activity. which one can organize classroom games acc ing to the primary focus of of skills at the Developqpnt of the skills at thehigher levels presupposes the mastery in.a meaningful way places lower Levels if this structure. In addition, using language order to manipulate demands 'simultaneously on several typesof competencies; that is, in students must compre- language forms correctly as describedunder KNCWLEDGE OF SPECIFICS, described under DEVELOP.- hend--at least to a limitedextent--spoken or written aessages as therefore, not as a -ENT OF COMMUNICATION SKILLS:COMPREHENSION. The taxonomy is offered, focusing on the types tof description of cognitive processes,but rather as a means of of games. skills that can be developed throughthe use of a particular game or set mastery of languabe Games in the first section, KNOWLEDGEOF SPECIFICS, focus pnuarily on SKILLS focus on the forms; those in the section entitledDEVELOPMENT OF COMMUNICATION compilation should prove meanin& of the message communicated. The games described in this toward more communicative usefui in helping studentt movefrom manipulative activities activities as their skills develop. vi TAXONOMY OF OBJECTIVES FOR THE DEVELOPME1T OF