Topic 18

Question 1

According to Tsao (2024), what defines the ‘goal-oriented structure’ of games?

Answer 1

Games are designed around clear objectives and measurable outcomes that provide direction.

Question 2

What role do ‘rules and constraints’ play in the definition of a game?

Answer 2

They define permissible actions, structure the experience, and distinguish games from unstructured play.

Question 3

How is ‘player agency’ characterized within a game system?

Answer 3

Players actively engage through decision-making, problem-solving, and autonomy.

Question 4

In the context of game feedback systems, what is the primary purpose of immediate feedback?

Answer 4

It helps players recognize errors, adjust strategies, and learn through experience.

Question 5

What is the function of ‘quantifiable outcomes’ such as scores or levels in games?

Answer 5

They signal achievement and support player motivation.

Question 6

What is the aim of the Organic Law 3/2020 (LOMLOE) regarding foreign languages?

Answer 6

It aims for the acquisition of basic communicative competence in a foreign language during Primary Education.

Question 7

Which specific block of content was incorporated by Decree 61/2022 for the Community of Madrid?

Answer 7

Block D: Discursive syntactic content.

Question 8

How does Harvey describe the role of games in a lesson’s natural progression?

Answer 8

Games can serve as the main task itself or act as warm-ups to introduce new material.

Question 9

Concept: Koestler’s ‘Bisociated Thinking’

Answer 9

Definition: Creative leaps that connect previously unconnected frames of reference to produce an imaginative spark.

Question 10

Why is the juxtaposition of habitually unconnected ideas important in language learning?

Answer 10

It creates a gap that triggers a ‘creative spark,’ encouraging personal investment in the language.

Question 11

How do games impact the ‘affective filter’ or stress levels in the classroom?

Answer 11

They lower anxiety and make students feel comfortable communicating without fear of mistakes.

Question 12

What effect do games have on students’ natural speaking styles?

Answer 12

They improve fluency because students focus on efficient communication rather than constant self-correction.

Question 13

Advantage: How do games affect the ‘pace’ of a lesson according to Brewster, Ellis, and Girard?

Answer 13

Varying the pace helps maintain pupils’ motivation levels.

Question 14

In what way can games ‘lighten’ formal teaching?

Answer 14

They renew pupils’ energy by providing a break from traditional instruction.

Question 15

What is meant by the ‘hidden practice’ provided by games?

Answer 15

Students practice specific language patterns, vocabulary, and pronunciation without realizing they are drilling.

Question 16

How do games benefit shy pupils in the classroom?

Answer 16

They encourage participation and help build confidence through low-stress interaction.

Question 17

How do games shift the power dynamic between teacher and students?

Answer 17

They increase pupil-pupil communication and reduce the domination of the class by the teacher.

Question 18

What diagnostic purpose do games serve for a teacher?

Answer 18

They reveal areas of language weakness that require further work.

Question 19

Distinguish between ‘competitive’ and ‘cooperative’ games.

Answer 19

In competitive games, players race to be first to a goal; in cooperative games, they work together toward a common goal.

Question 20

Why is it psychologically better to award points for success rather than deduct them for failure?

Answer 20

It maintains positive motivation and avoids distorting the language used through fear of loss.

Question 21

What is the primary aim of ‘Code-control’ or ‘Linguistic’ games?

Answer 21

To practice new language items and develop accuracy through hidden drills.

Question 22

What defines ‘Communicative’ games in contrast to linguistic games?

Answer 22

A focus on fluency and purposeful communication, often requiring a task’s completion rather than structural perfection.

Question 23

The ‘Information Gap’ technique is defined by _____.

Answer 23

One student possessing information that others need to complete a task.

Question 24

How do ‘Searching games’ function as a classroom technique?

Answer 24

Students must gather a large amount of information to solve a problem or fill in a questionnaire.

Question 25

What is the 'Jigsaw Principle' used in matching-up games?

Answer 25

Each group member has a unique piece of information needed to complete a common group task.

Question 26

Why does Yasin (2022) suggest a U-shape classroom arrangement for games?

Answer 26

It offers the greatest number of possibilities for various communicative activities.

Question 27

What specific skills are developed through 'oral or spoken-language' games?

Answer 27

Speaking, listening, turn-taking, and negotiation skills.

Question 28

Focus: Written-language games

Answer 28

Goal: To develop writing accuracy, spelling, grammar, and reading awareness.

Question 29

What is the primary focus of 'Physical or kinaesthetic' games?

Answer 29

Listening comprehension and vocabulary retention through physical action.

Question 30

How do 'Audio-based' games support language development?

Answer 30

They improve phonological awareness, specifically stress, intonation, and pronunciation.

Question 31

What is the unique benefit of 'Digital or technology-mediated' games?

Answer 31

They promote autonomous learning and the integration of all four basic language skills.

Question 32

What roles can a teacher assign to students who do not want to participate directly in a game?

Answer 32

They can act as scorers or consultants.

Question 33

How has the traditional 'teacher-as-conductor' role changed in modern game-based learning?

Answer 33

Teachers act more frequently as active participants in the game.

Question 34

How did Chomsky define 'competence' in linguistics?

Answer 34

The subconscious knowledge of grammar rules that allow a speaker to create sentences.

Question 35

What was Hymes' main criticism of Chomsky’s theory of language?

Answer 35

It failed to account for the 'rules of use'—knowing when, where, and to whom to speak.

Question 36

Hymes' Aspect of Communicative Competence: 'Appropriacy'

Answer 36

Definition: Knowing what language is suitable for a given social situation.

Question 37

Hymes' Aspect of Communicative Competence: 'Occurrence'

Answer 37

Definition: Knowing how often something is typically said in the language and acting accordingly.

Question 38

Hymes' Aspect of Communicative Competence: 'Feasibility'

Answer 38

Definition: Knowing whether a specific linguistic structure is possible or workable in the language.

Question 39

How do Canale and Swain (1980) define the relationship between grammar and sociolinguistics?

Answer 39

They argue that rules of grammar are useless without rules of use, and vice-versa.

Question 40

According to Canale (1983), what does 'Discourse Competence' involve?

Answer 40

Communicating purposefully across different genres using cohesion and coherence.

Question 41

What is the function of 'Strategic Competence' in communication?

Answer 41

Enhancing communication effectiveness and compensating for breakdowns or misunderstandings.

Question 42

Why is the distinction between 'competence' and 'performance' often blurred in language teaching?

Answer 42

Because when we talk about communicative competence in the context of language teaching or learning, we are really talking about communicative performance.

Question 43

According to Lee (1986), what is the purpose of 'Structure games'?

Answer 43

To provide experience in using specific patterns of syntax within communication.

Question 44

Give an example of a 'Vocabulary game' suitable for young learners.

Answer 44

Bingo, spelling games, or 'I Spy'.

Question 45

What constraint should be applied to 'Pronunciation games' for young students?

Answer 45

They should be held regularly but only for short periods due to limited attention spans.

Question 46

What is the general rule regarding spelling games in the classroom?

Answer 46

Students should not be required to spell words they cannot yet say.

Question 47

Which language teaching method is most associated with 'Listen/read and do' games?

Answer 47

Total Physical Response (TPR).

Question 48

What is the pedagogical benefit of using 'Mime' in the language classroom?

Answer 48

It allows students to practice actions that cannot be physically performed in a classroom, such as swimming.

Question 49

How does Woolard (1996) justify the use of laughter in the classroom?

Answer 49

Laughter makes the target language more memorable for the students.

Question 50

In Hymes' framework, what is 'Systematic Potential'?

Answer 50

The inherent potential within the speaker's language system for creating new language.

Question 51

What defines 'Combining activities' in game classification?

Answer 51

Activities where players must act on information to arrange themselves into groups, such as role-play or puzzles.