The Fun Theory in Language Learning
This morning, a friend shared this video on facebook. It’s one of the entries for the Fun Theory award, which recognizes ideas and inventions that prove that fun is the easiest way to change behavior for the better. Wouldn’t you want to take the stairs if they were this much fun?
I wasn’t the only one who thought about what the Fun Theory could do for English class.
Just think. No matter how you package it, it’s hard to gain much fluency in a foreign language without a lot of repetition, which students often see as the learning equivalent of taking the stairs. Given the chance, students will choose the escalator every time. But, if repetition were fun, would students beg for more? Probably.
Of course, in the back of my mind I was thinking that applying the Fun Theory to learning tasks could mean a lot more work for already busy teachers.
Kim Takeda came up with a wonderful solution:
What a brilliant idea! Let the students solve their own problems! The process itself could be an excellent language task. Students can identify which tasks they dislike, and suggest ways to make them more fun (but still as effective). It would be interesting to see how students and teachers see the same tasks.
Do you think your students would change anything? If so, what?