Pub Date : 2014-02-03DOI: 10.5746/LEIA/13/V4/I2/A05/TAKAESU
A. Takaesu
This study examines how TED (Technology, Entertainment and Design) Talks, used as an extensive listening material, affected college students ’ listening skills, and explores strategies to tailor the activity for lower-proficiency students. The qualitative data analysis, based on two surveys and students ’ journal entries, indicates that students felt the lectures improved their listening comprehension, enhanced their motivation, and accustomed them to listening to a variety of English accents. Finally, assisting students to select lectures appropriate to their comprehension levels and conducting various types of scaffolding activities for lower proficiency students are discussed.
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Pub Date : 2014-02-03DOI: 10.5746/LEIA/13/V4/I2/A04/YEH
Chun-chun Yeh
This paper investigates a podcast learning project integrated into an English speaking and listening class for the purpose of promoting extensive listening and fostering independent learning. The study collected data through a questionnaire, students’ podcast diaries, and observation notes on student project presentations, seeking to examine students’ learning experiences as well as their views of using podcasts for pedagogical purposes. Results suggested that students were strategic in choosing podcasts suitable for their interests and proficiency levels. Overall, they found learning from podcasts not only convenient but also useful in enhancing their language proficiency and world knowledge. Their general satisfaction with the experience can be attributed to factors including freedom of choice, meaningful practice, and close integration with the syllabus. However, students also experienced frustration with podcasts containing unscripted authentic content delivered at a fast speech rate.
{"title":"An Investigation of a Podcast Learning Project for Extensive Listening","authors":"Chun-chun Yeh","doi":"10.5746/LEIA/13/V4/I2/A04/YEH","DOIUrl":"https://doi.org/10.5746/LEIA/13/V4/I2/A04/YEH","url":null,"abstract":"This paper investigates a podcast learning project integrated into an English speaking and listening class for the purpose of promoting extensive listening and fostering independent learning. The study collected data through a questionnaire, students’ podcast diaries, and observation notes on student project presentations, seeking to examine students’ learning experiences as well as their views of using podcasts for pedagogical purposes. Results suggested that students were strategic in choosing podcasts suitable for their interests and proficiency levels. Overall, they found learning from podcasts not only convenient but also useful in enhancing their language proficiency and world knowledge. Their general satisfaction with the experience can be attributed to factors including freedom of choice, meaningful practice, and close integration with the syllabus. However, students also experienced frustration with podcasts containing unscripted authentic content delivered at a fast speech rate.","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124054540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-02-03DOI: 10.5746/LEIA/13/V4/I2/A06/CUSEN
O. Cusen
In recent years, project-based learning and teaching (PBLT) has received a great deal of attention from educators around the world and is now establishing its place in the language learning classroom, as a means of providing a more realistic setting for learning. However, PBLT can be difficult to implement in the Asian context due to the focus on more traditional teaching methods which emphasize exams. This paper introduces the Child Soldiers Project created for a Japanese high school classroom by focusing on the steps involved in the curriculum design. Using various concepts drawn from curriculum design, content-based learning, and learner autonomy, the rationale for each step is discussed. Finally, the Child Soldiers Project is placed within a PBLT framework, and a case made for its efficacy. Although not a new approach to language learning, project-based learning and teaching (PBLT) has only received recognition as an effective educational pedagogy in the last twenty years (Beckett, 2006). A unified, concise definition is difficult, and it is generally described in terms of characteristics (Beckett, 2006; Stoller, 2006). For the purposes of this paper, the following eight characteristics were considered, based on Stoller (2006): PBLT should 1) maintain a focus on the project content, 2) consist of a series of manageable tasks, progressing in complexity and structured to provide opportunities to recycle knowledge and skills, 3) allow students to make some of their own choices throughout the project, 4) stimulate students’ interest, 5) afford each student the opportunity to contribute equally and to use their individual skills during group work, 6) ensure all students take responsibility and are held accountable for their work, 7) include activities which focus on form, as well as skills practice throughout the project, 8) provide students with continuous feedback and opportunities for reflection. This paper adds to the body of work on PBLT by introducing the Child Soldiers Project, implemented in a Japanese high school class. It demonstrates the successful implementation of a project in a language classroom, based on PBLT principles. The steps outlined maximize the development of students’ skills. Specific language learning targets are not set; instead, overall fluency and general academic skills are developed. Following a brief literature review and a description of the classroom context, the framework for the project design is introduced and each step is presented in detail. Finally, the paper discusses how the project satisfied the conditions for successful PBLT. Language Education in Asia, 2013, 4(2), 163-174. http://dx.doi.org/10.5746/LEiA/13/V4/I2/A06/Cusen
{"title":"The Child Soldiers Project: Employing a Project-Based Learning and Teaching Curriculum","authors":"O. Cusen","doi":"10.5746/LEIA/13/V4/I2/A06/CUSEN","DOIUrl":"https://doi.org/10.5746/LEIA/13/V4/I2/A06/CUSEN","url":null,"abstract":"In recent years, project-based learning and teaching (PBLT) has received a great deal of attention from educators around the world and is now establishing its place in the language learning classroom, as a means of providing a more realistic setting for learning. However, PBLT can be difficult to implement in the Asian context due to the focus on more traditional teaching methods which emphasize exams. This paper introduces the Child Soldiers Project created for a Japanese high school classroom by focusing on the steps involved in the curriculum design. Using various concepts drawn from curriculum design, content-based learning, and learner autonomy, the rationale for each step is discussed. Finally, the Child Soldiers Project is placed within a PBLT framework, and a case made for its efficacy. Although not a new approach to language learning, project-based learning and teaching (PBLT) has only received recognition as an effective educational pedagogy in the last twenty years (Beckett, 2006). A unified, concise definition is difficult, and it is generally described in terms of characteristics (Beckett, 2006; Stoller, 2006). For the purposes of this paper, the following eight characteristics were considered, based on Stoller (2006): PBLT should 1) maintain a focus on the project content, 2) consist of a series of manageable tasks, progressing in complexity and structured to provide opportunities to recycle knowledge and skills, 3) allow students to make some of their own choices throughout the project, 4) stimulate students’ interest, 5) afford each student the opportunity to contribute equally and to use their individual skills during group work, 6) ensure all students take responsibility and are held accountable for their work, 7) include activities which focus on form, as well as skills practice throughout the project, 8) provide students with continuous feedback and opportunities for reflection. This paper adds to the body of work on PBLT by introducing the Child Soldiers Project, implemented in a Japanese high school class. It demonstrates the successful implementation of a project in a language classroom, based on PBLT principles. The steps outlined maximize the development of students’ skills. Specific language learning targets are not set; instead, overall fluency and general academic skills are developed. Following a brief literature review and a description of the classroom context, the framework for the project design is introduced and each step is presented in detail. Finally, the paper discusses how the project satisfied the conditions for successful PBLT. Language Education in Asia, 2013, 4(2), 163-174. http://dx.doi.org/10.5746/LEiA/13/V4/I2/A06/Cusen","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130455167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-02-03DOI: 10.5746/LEIA/13/V4/I2/A01/KIMURA
Kelly Kimura
The advancement of globalization, the upcoming Association of Southeast Asian Nations (ASEAN) economic integration, the ongoing negotiations for major free trade agreements involving all countries within the Asian region, and the institutions, companies, and individuals involved rely on successful communication across borders. Although English cannot always be and should not be presumed to be the lingua franca for any given multilingual context (Kubota, 2013; Kubota & McKay, 2009; Matsuda & Friedrich, 2011) in Asia, it is often the language chosen. The choice of English as a lingua franca (ELF) is exemplified by ASEAN’s decision to use English as the working language of the association (Association of Southeast Asian Nations, 2007) and by companies’ increasing use of the language for international and internal business communication. While English has long been often used for international meetings, some Asia-based companies, such as Nissan, Rakuten, Fast Retailing, Bridgestone, and Samsung (Mukai, 2013; Neeley, 2012), have adopted English throughout their organizations. The use of English for communication is not limited to employees of multinational or major domestic companies. With tourism reaching more remote areas and the rising mobility of students and workers in the region, service employees may at times need to communicate with customers using the shared knowledge they have of a language, which may often be English (Yoneoka, 2011). Additionally, English may be necessary to access information for workers in many jobs (Frazier, 2012; Louhiala-Salminen & Kankaanranta, 2012). Furthermore, even when spoken communication is in another language, written communication may be required to be in English (Evans, 2013).
{"title":"Preparing for English at Work: Intercultural Communicative Competence in Language Education","authors":"Kelly Kimura","doi":"10.5746/LEIA/13/V4/I2/A01/KIMURA","DOIUrl":"https://doi.org/10.5746/LEIA/13/V4/I2/A01/KIMURA","url":null,"abstract":"The advancement of globalization, the upcoming Association of Southeast Asian Nations (ASEAN) economic integration, the ongoing negotiations for major free trade agreements involving all countries within the Asian region, and the institutions, companies, and individuals involved rely on successful communication across borders. Although English cannot always be and should not be presumed to be the lingua franca for any given multilingual context (Kubota, 2013; Kubota & McKay, 2009; Matsuda & Friedrich, 2011) in Asia, it is often the language chosen. The choice of English as a lingua franca (ELF) is exemplified by ASEAN’s decision to use English as the working language of the association (Association of Southeast Asian Nations, 2007) and by companies’ increasing use of the language for international and internal business communication. While English has long been often used for international meetings, some Asia-based companies, such as Nissan, Rakuten, Fast Retailing, Bridgestone, and Samsung (Mukai, 2013; Neeley, 2012), have adopted English throughout their organizations. The use of English for communication is not limited to employees of multinational or major domestic companies. With tourism reaching more remote areas and the rising mobility of students and workers in the region, service employees may at times need to communicate with customers using the shared knowledge they have of a language, which may often be English (Yoneoka, 2011). Additionally, English may be necessary to access information for workers in many jobs (Frazier, 2012; Louhiala-Salminen & Kankaanranta, 2012). Furthermore, even when spoken communication is in another language, written communication may be required to be in English (Evans, 2013).","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133615383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-02-03DOI: 10.5746/LEIA/13/V4/I2/A07/DUNN
J. Dunn
Cognitive neuroscience and psychology have shone light on new ways to help students learn, understand, and apply new vocabulary. The purpose of this paper is to present a theoretical method for the integration of semantic network utilization into the classroom. This paper will also introduce insights from Cognitive Linguistics as to how the brain best learns vocabulary. The method in this paper springs from the fields of psychology and neuroscience as well as inspiration from educators who are building new teaching styles. Semantic networks in the brain are the maps to understanding that hold the potential to make learning vocabulary more effective and meaningful. The purpose of the method detailed in this paper is to inspire other educators to incorporate cognitive linguistic insights into their classes as well as further the discourse on integrating this field into the teaching of English as a second or foreign language. The method proposed in this paper is a theoretical model based on ideas such as Differentiated Instruction, emotionality in learning, cognitive linguistics, student schema, and semantic networks. While this method is not the result of direct collaboration with the educators mentioned within this paper, the author has implemented this method in his own classes at Teikyo University with success. Tomlinson’s differentiated instruction (1999) weighs heavily in this method, as it influences the core concept of playing to the student’s personal needs and interests during the course of an activity or lesson. This strategy combines well with Murphy’s (2012) NeuroEFL strategies that emphasize the connections between emotionally engaged students and higher learning potentials. Murphy (2012) stated that students who are engaged in and emotionally connected to the material being presented have a higher potential for learning and retaining new information. There also exists the real possibility that the way students see the world is different from their peers. The way one understands the meaning and contextual use of a vocabulary term, as a collection of understanding and use, is known as schema (Littlemore, 2012). These differences give teachers the unique opportunity to combine student experiences and thoughts while they are emotionally engaged in vocabulary activities. Recurring activation of existing and new connections to the core concept helps to cement a new term into the mind (Jenkins, 2012a; Lin, 1997; Roediger & McDermott, 1995). The theoretical method presented in this paper has been put into use by the author of this paper in university level classes with very good results, as measured by student satisfaction questionnaires and also against extensive reading vocabulary practice assessment scores. The author of this paper is currently collecting data in an action research to verify that this method provides benefits over other more traditionally accepted methods of vocabulary learning.
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Pub Date : 2014-02-03DOI: 10.5746/LEIA/13/V4/I2/A03/SMITH_KENG
Simon Smith, Nicole Keng
This comparative study evaluates the vocabulary knowledge of comparable groups of English learners from three L1 backgrounds: French, Finnish, and Mandarin Chinese. An investigation of differences in vocabulary knowledge revealed that vocabulary of Greek or Latin origin is much more likely to be known by French speaking students than words of non Graeco-Latin origin. Finnish students did much better on words of non Graeco-Latin origin, although they still outperformed the French speakers on Graeco-Latin words. The performance of the native Chinese speakers was the worst of the three groups, and there was no significant difference with this group between the two sets of words. The findings have clear implications for the teaching of academic English vocabulary in EAP settings where students share an L1. In mixed L1 settings, instructors may need to take account of variation in vocabulary knowledge among different L1 student groups.
{"title":"The Acquisition of Classical Origin Words by Chinese, French, and Finnish Learners","authors":"Simon Smith, Nicole Keng","doi":"10.5746/LEIA/13/V4/I2/A03/SMITH_KENG","DOIUrl":"https://doi.org/10.5746/LEIA/13/V4/I2/A03/SMITH_KENG","url":null,"abstract":"This comparative study evaluates the vocabulary knowledge of comparable groups of English learners from three L1 backgrounds: French, Finnish, and Mandarin Chinese. An investigation of differences in vocabulary knowledge revealed that vocabulary of Greek or Latin origin is much more likely to be known by French speaking students than words of non Graeco-Latin origin. Finnish students did much better on words of non Graeco-Latin origin, although they still outperformed the French speakers on Graeco-Latin words. The performance of the native Chinese speakers was the worst of the three groups, and there was no significant difference with this group between the two sets of words. The findings have clear implications for the teaching of academic English vocabulary in EAP settings where students share an L1. In mixed L1 settings, instructors may need to take account of variation in vocabulary knowledge among different L1 student groups.","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123743362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-12-31DOI: 10.5746/LEIA/13/V4/I2/A06/MARCHAND_ROWLETT
Tim Marchand, Benedict J. L. Rowlett
The use of digital media as a mode of delivering course materials has become increasingly common in the field of language education. The aim of language educators has therefore been to discover suitable ways of using digital media to enable learners to engage with materials effectively and enhance their learning experience. This paper describes a collaborative syllabus between teachers at two Japanese universities which shares the same mode of delivery: a website of news-based materials. Students are asked to read an authentic and current news story each week and, after a classroom session, write their reactions to the story by adding their comments on the website. By using an online mode of delivery, students are motivated to build their confidence in expressing themselves in English away from the classroom and begin to engage fully with the course materials as their opinions become topics in the developing online discussions. Recent years have seen a significant rise in the proliferation of digital media in our lives. This is also true of the classroom, where teachers are now able to use a vast array of material from the Internet as an alternative to more traditional teaching tools such as board work and handouts. However, as Chun (2008) pointed out, the use of such technology should not be considered a methodology in itself. In fact, Blake (2008) envisaged that language teaching will change not because of technology but as a result of teachers “rethinking what they do” when incorporating technology into their syllabi and lessons (p. 8). There has therefore been a great deal of experimentation and research by teachers into using digital media and materials as an aid to language learning (Arena & Jefferson, 2008; Carney, 2007; Johnson, 2004, Kung & Chuo, 2002). Significant to this is what Alm (2006) has identified as the recent shift from using the Internet as a repository of reference materials to using it for blogging and social networking, modes of communication that many language learners use in their daily lives. This has exciting implications for the process of language learning, now seen by most as a more personal, proactive, conscious, and cognitive endeavor (Brown, 2006). As a result, Erbaggio, Gopalakrishnan, Hobbs, and Liu (2010) consider digital technology to be an effective way of connecting with the current population of students by communicating with them in “their own language.” This, in turn, can have an impact on their motivation and engagement. With this in Language Education in Asia, 2013, 4(2), 183-198. http://dx.doi.org/10.5746/LEiA/13/V4/I2/A06/Marchand_Rowlett
在语言教育领域，使用数字媒体作为教学材料的一种模式已经变得越来越普遍。因此，语言教育者的目标是发现使用数字媒体的合适方法，使学习者能够有效地参与材料并增强他们的学习体验。本文描述了日本两所大学教师之间的合作教学大纲，它们具有相同的交付模式:一个基于新闻的材料网站。学生们被要求每周阅读一篇真实的时事新闻报道，并在课堂教学后，通过在网站上添加评论来写下他们对这篇报道的反应。通过使用在线教学模式，学生可以在课堂之外建立用英语表达自己的信心，并开始充分参与课程材料，因为他们的观点成为发展中的在线讨论的主题。近年来，数字媒体在我们生活中的普及程度显著提高。在课堂上也是如此，教师们现在可以使用来自互联网的大量材料来替代更传统的教学工具，如课堂作业和讲义。然而，正如Chun(2008)指出的那样，这种技术的使用本身不应该被视为一种方法。事实上，Blake(2008)设想，语言教学的改变不是因为技术，而是因为教师在将技术纳入教学大纲和课程时“重新思考他们所做的事情”(第8页)。因此，教师们进行了大量的实验和研究，使用数字媒体和材料作为语言学习的辅助工具(Arena & Jefferson, 2008;卡尼,2007;Johnson, 2004; Kung & Chuo, 2002)。重要的是，Alm(2006)指出，最近的转变是从使用互联网作为参考资料的存储库，到将其用于博客和社交网络，许多语言学习者在日常生活中使用的交流模式。这对语言学习的过程具有令人兴奋的意义，现在大多数人认为语言学习是一种更加个人化、主动、有意识和认知的努力(Brown, 2006)。因此，Erbaggio、Gopalakrishnan、Hobbs和Liu(2010)认为数字技术是一种有效的方式，可以通过“他们自己的语言”与当前的学生群体进行交流。这反过来又会影响他们的积极性和参与度。《亚洲语言教育》，2013,4(2)，183-198。http://dx.doi.org/10.5746/LEiA/13/V4/I2/A06/Marchand_Rowlett
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Pub Date : 2013-09-13DOI: 10.5746/LEIA/13/V4/I1/A3/TRAN
Huong Quynh Tran
This article explores the figurative idiomatic competence of language learners and their perceptions of idiom learning in an EFL context. As a descriptive statistics case study, it investigates the students' knowledge of 50 idioms collected from the lists of frequently used idioms by Grant (2007) and Liu (2003) and from two common idiom textbooks. The findings show the students’ poor idiomatic competence, especially their very limited knowledge of the frequently used idioms. The analysis uncovers the paradox between the students’ situation of using and learning idioms and their desires to learn. The study argues that figurative idiomatic competence should receive adequate attention in the learning process. Figurative idioms should be inclusively taught with the skills of negotiation of meaning. Also, learners should be exposed to a variety of idioms which are not only from traditional English-speaking countries but also from the countries of the outer- and expanding-circle contexts.
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Pub Date : 2013-09-13DOI: 10.5746/LEIA/13/V4/I1/A7/FERREIRA
Dan Ferreira
Developing communicative skills in English where it is a foreign language is a frustrating challenge for the L2 learner. Information and communication technologies (ICT) offer the possibility for L2 students to develop those skills collaboratively. The purpose of this article is to share the idea of building a student-centered community online where the students use the Internet as a creative space to develop their L2 identities. In this project, a first-year university class at a Japanese women’s college used blogging as a space to develop and communicate their learning experience in English. A second class used video screen capture software to record a news report and then share their imagined L2 identities with the first class via the blog. By the end of term it was revealed that the learners’ positive response to this project could be an instrumental approach to developing autonomous L2 communities beyond the classroom. The continuing significance of English as a common tongue for global communication is well documented (Kirkpatrick, 2007, 2011; Ryan, 2006, 2009; Seidlhofer, 2004). Although the number of native speakers of English is declining, by 2050 half the world is expected to be using English to some extent (Graddol, 2003; Johnson, 2009). This prediction is due in large part to the continuing dominant role that English plays in the areas of science and technology, international / local business, and global communications. With the push towards globalization, the need for communicating in English has influenced many national educational policies to develop teaching methods to address that need. A pedagogical approach to teaching English to non-native speakers in an EFL (English as a Foreign Language) environment is challenging. Unlike the ESL (English as a Second Language) setting, the EFL environment outside the classroom does not easily reinforce nor support the development of the necessary language skills required for effective communication. Access to the target-language community is either not readily accessible or may be financially unattainable. The development of Web 2.0 technologies, along with growing access to the Internet, is bridging that gap. Preparation for communication via the Internet requires important pedagogical considerations. This project will show how the use of Information and communication technology (ICT) tools can be balanced with a theoretical framework that considers the following: imagined communities, the L2 self-motivational system, and ICT in education. Language Education in Asia, 2013, 4(1), 88-98. http://dx.doi.org/10.5746/LEiA/13/V4/I1/A7/Ferreira Language Education in Asia, Volume 4, Issue 1, 2013 Ferreira Page 89 Theoretical Framework The following section discusses three theoretical concepts that are instrumental to creating a stimulating framework for EFL students to develop their skills using Web 2.0 technologies. Imagined Communities Discussions of group dynamics in relation to how they affect l
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Pub Date : 2013-09-13DOI: 10.5746/LEIA/13/V4/I1/A6/LE
Pham Hoai Huong Le
This article discusses the play activities that are used in primary English classes in a city in Vietnam. Video recording the classes and interviewing the teachers show that various play activities, for example, bingo, miming, hangman, and TPR (Total Physical Response) activities were employed in these classes. Through the play activities, students practiced vocabulary, simple grammatical structures, and language skills such as listening and speaking. In addition, the students learned to follow game rules, support team members, and lead when necessary. Based on the practical values of play activities, the paper provides suggestions on how to use specific play activities in primary English classes, the language skills / areas to be targeted at with play activities, and how to manage the play activities. The Importance of Play in Learning Play in learning at the primary level. The definitions of play vary, but the emphasis always includes the fun that play brings to young learners. Play is anything done in a playful manner, as play is a “communication style” (Beresin 1993, p. 252). Play includes learning games and games promoting physical play. In this sense, learning is a precondition for and an integrated part of children's play activities (Sorensen & Meyer, 2007). Play promotes learners' active involvement and engagement, both verbally and non-verbally, with materials, peers, and the learning environment (Shipley, 2008). The British Council (2007) pointed out that at primaryschool age, students do not realize of the importance of learning; therefore, teachers should know how to combine learning and playing in group and pair activities to create excitement. In other words, play motivates learners to learn (Cook, 1997; Shipley, 2008), even when learners become frustrated due to losing a competition. Play is also considered as experiential learning (Verenikina, Harris, & Lysaght, 2003); when children participate in play activities, they subconsciously self-reflect and develop abstract thinking as well as social communication skills. In play activities, children learn and have to abide by rules but also feel free to express their emotions. According to Bodrova and Leong (2001), play provides a unique context where children can develop the ability to self-regulate their behavior at the highest attainable level. Sociocultural theorists view play as a vital activity of the early childhood years (Vygotsky, 1978). For Vygotskians, play can be imaginary situations and activities with roles and rules. Language Education in Asia, 2013, 4(1), 76-87.http://dx.doi.org/10.5746/LEiA/13/V4/I1/A6/Le Language Education in Asia, Volume 4, Issue 1, 2013 Le Page 77 The former are usually explicit, but the latter are typically implicit. Children are expected to know the general rules and roles in play activities (Bodrova & Leong, 2001). Play in language learning. Play activities are described in different ways in language learning. They can be small-group discussions,
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