GAMES HITH AIMS Classification and Adaptation of

Based on the distinction between "game " and "play " in game theory this paper deals exclusively with games and their place in foreign language teaching. In order to be able to use games successfully and effectively in the foreign language classroom it is necessary to analyse not only their foreign language content but also their structural properties, e.g. rules and patterns of interaction. Based on the results of this analysis the various ways in which games are suitable for foreign language learning can be listed and discussed. Thus the present paper deals first with the structural properties of rule-governed games and their impact on foreign language learning. In this context the distinction between the goal of a game and its teaching objective is of fundamental importance. Both types of aims have to be taken into account when looking at games as learning situations. The teacher is made aware of the individual qualities of games and his task of selecting, adapting and playing facilitated, i f games are presented in detail. A model is proposed for this purpose. Finally, a way of classifying traditional language teaching games i