Abstract:
Grammar is recognized as an aspect which plays a crucial role in the process of language learning. This modest research is an attempt toinvestigate the impact ofteaching grammar through interactive communication. Its main purpose is to explore the effects of language games as a teaching strategy to foster motivation in grammar learning to Second Year English students at Constantine 1 University and to gauge whether students prefer the traditional methods of learning grammar (giving rules and then doing simple activities) or the modern interactive ones where they are more involved and more interested. To carry out our study, two questionnaires were submitted to a sample of fifty Second Year LMD students and a group of twelve grammar teachers in the Department of Letters and English Language at Constantine 1 University. To confirm the validity of the set hypothesis which stipulates“if students were taught grammatical structures through games, they would feel motivated; and subsequently, they would foster the mastery of the grammar structures significantly”. The results from the analysis of both questionnaires revealed that both teachers and students are aware of the important role of grammar in the process of learning foreign languages and that grammar course will be more challenging and interesting when students practise games activities. The main conclusion drawn from this study is that language games have a fruitful impact on students’ learning outcomes, keep learners motivated, and encourage them to communicate, using the target language in meaningful context.
