Educational Research (ISSN:2141-5161) Vol. 2(5), pp. 1161-1169  May 2011         
Copyright © 2011 International Research Journals

 

Full Length Research Paper 

A comparative analysis of primary and secondary school teachers' use of games in teaching English as a second language in Zimbabwe

1*Kadodo Webster (Mr)  and 2Kadodo Mavies (Mrs)

1Lecturer: EnglishGreat Zimbabwe UniversityFaculty of Education, Dept. Of Curriculum StudiesBox 1235Masvingo, Zimbabwe

2Lecturer: Curriculum Theory, Great Zimbabwe University, Faculty of Education, Dept. Of Curriculum Studies, Box 1235, Masvingo, Zimbabwe 

*Corresponding author E-mail: kadodoweb@yahoo.com , kadodotakweb@cooltoad.com 

Received 18 March, 2011; Accepted 24 April, 2011

Abstract

This article examines the use of language games in English as a Second Language (ESL) teaching in Zimbabwe. It compares the use of games in ESL teaching by primary and secondary school teachers. The central notion in this paper is that games, as part of the communicative and interactive methods, are an essential repertoire of a language teacher whether at the primary or secondary school level. The issue of educational level at which games can be successfully used has repeatedly been raised. This paper thus, makes a case for the use of games at both primary and secondary school levels. The article examines whether primary and secondary school teachers employ games in ESL teaching.

 

Keyword: Communicative approach, Communicative competence, Games, Zimbabwe