The role of word games in second language acquisition: Second language pedagogy, motivation and ludic tasks

This study attempted to determine the role of word games and student motivation in the second-language classroom environment; and to compare games with more traditional practices as effective learning tools. The games were selected for their adherence to principles of task-based instruction and communicative approaches to pedagogy.; Four teachers were recruited for the experiment. Each teacher taught two classes of Elementary Spanish II: one in the experimental group, one in the control group. The experimental groups used games on four occasions. The control groups undertook more traditional pedagogical activities.; The student participants filled out questionnaires after the games were implemented. They reported on motivational aspects of the games. The students reported on their impressions of the activities, on the effect of the activities on overall class atmosphere; and their effect on the learners' relationship with their peers and their teachers.; Four students in the experimental groups were interviewed after each game for a qualitative perspective on word games and language learning motivation. The teacher participants were also interviewed after the experiment.; Results of the quantitative analysis showed that one game yielded results that lent support to the hypotheses that drive this study. Namely, learners who play certain types of word games will be more motivated to learn than learners who use more traditional activities; that games enhance the classroom environment, create a sense of community and enhance the learner/teacher relationship.; Results for the remaining three games, did not support the hypotheses. Those games yielded negative results concerning word games in pedagogy. The learners described those games as boring and pointless. Learners stated that word games should not be an integral part of the curriculum, and they sensed that their peers did not enjoy the games. However, results showed that having fun, and creative activities, are highly valued.; The qualitative analysis was more favorable for all four games. Together, the data (quantitative and qualitative) suggest that word games may be motivating and effective, provided they are sound academically, fun, competitive, closely linked to material being studied, and timely. Otherwise, learners do not endorse the use of games enthusiastically.