The following thesis explores the use of didactic games in the English classroom at the beginning of compulsory schooling. Child's play is his inner need through which he/she has fun and at the same time develops his intellectual, physical, imaginative, social, and emotional skills. As a teaching method, however, didactic game differs significantly from the child's play, not just because it is used in school but especially for its purpose of targeting specific educational aims. Didactic game as a teaching method is commonly used in foreign language teaching. It creates the need for communication. Moreover, by enabling a relaxed and pleasant atmosphere in the classroom, we help the learner to develop communicative skills. Many researches confirm that early language teaching significantly improves in efficiency when didactic game is involved. Its use positively influences motivation, educational activity, and language acquisition; it develops creativity and imagination, and makes an English lesson fun and interesting. The method can be used with mixed ability classes, learners with different interests and learning styles. However, it is argued that it can only be effectively used under the leadership of a highly qualified teacher. In our research we wanted to focus on the learner's attitude, motivation, and educational activity and the roles of the teacher and the learner in relation to the different types of didactic games.
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