The game in class of FLE occupies an insufficiently defined place within our current society. However pedagogy through play generates many benefits in thelearning a foreign language. It allows, in fact, to encourage emotional, cognitive, social development but also to promote the acquisition of knowledge within a class of French as a foreign language.
What advantages does pedagogy through play offer?
Pedagogy through play is generally described as one of the most important practices in the process of intellectual, social or even psychological development, particularly at Piaget who sees it as an activity necessary for the construction of intelligence in the learner but also in the construction of his school learning. The activity of the game allows a great source of motivation for the learners but unfortunately is too often linked to the recreational concept. It does, however, lead students to apply all of their communicative resources, notably through collaborative activities but also within creative activities. The game has the ability to make the student directly actor of his learning, at the very center of the action. Fun activities, such as teamwork or the concept of challenges, which play in the classroom can create, encourage speaking and therefore interaction between students. Indeed, it will initiate the speaking of learners by decentralizing the emotional issues within the FLE class. It will bring the learner into different communication situations because, the so-called playful activities like play, effectively allow unot put in a situation close to reality.
What games to choose from an educational perspective?
The use of games in a French as a foreign language class, however, requires "good" use of these games. We can therefore ask the question: how to use them wisely? We must take into account the importance in the choice of the game with which we wish to work but also the importance in the way of using it. First, take the time to define the learning objectives that we want to achieve through the use of a game as a medium. If we prefer to highlight oral expression or further strengthen the vocabulary on a specific subject ... Then the other priority is to define your audience. Indeed, it is important to take into account the level of your learners, their number but also take note of their personality to finally adapt the rules of the game or the way you are going to introduce it. In addition, it will be necessary to take into account the context in which you will apply the game, that is to say what space you will have according to your desires (use of the outside, big or small room ...) but also the time which you will have for the explanation of the rules of the game as well as its introduction but above all take into account correction time which is the most important moment in the objective of exchange between learners. It is at this point in the game that the learners will be led to enrich themselves with the responses of others. It is also important to think about the place you will take in the game, will you participate or not participate?
Here are now some games allowing you to work on grammar points, vocabulary or even oral / written comprehension and / or expression
• The Dobble is an atmospheric game of 55 cards on which 8 symbols are represented. The goal is to discover the unique identical symbol between two cards. You have to be the quickest to spot the identical symbol between two cards and name it out loud. This is a very useful game, for example, for work on vocabulary with these learners
• The Dixit game will appeal to your imagination, your interpretation and your personal universe. Compare your vision of the cards with those of your friends, and discover each other. In this family game, dream, imagination, poetry, and cultural references lead to a mixture of exception. It is a very useful game for working, for example, a point of grammar or as an oral expression activity.