Games bring real-life situations to the confinement of the classroom which provides learners with an opportunity to use the language. Celce-Murcia (1979: p. 54) argues that “in games, language use takes precedence over language practice, and in this sense games help bring the classroom to the real world, no matter how contrived they may be.” To state this differently, by putting learners in real life situations, games make a connection with the real usage of language. In addition to these, McCallum (1980) explains that there are many advantages of games such as the fact that they
1. Focus students’ attention on specific structures, grammatical patterns, and vocabulary items.
2. Can function as reinforcement, review and enrichment.
3. Involve equal participation from both slow and fast learners.
4. Can be adjusted to suit the individual age and language levels of the students.
5. Contribute to an atmosphere of healthy competition, providing an outlet for the creative use of natural language in a non-stressful situation.
6. Can be used in any language teaching situations and with all skill areas (reading, writing, speaking or listening).
7. Provide immediate feedback for the teacher.
8. Ensure maximum student participation for a minimum of teacher preparation. (p.ix)