Information Gap and Opinion Gap

The terms “information gap” and “opinion gap” are now widely used to describe features essential to so much communication in our daily lives. We speak or write because we want to pass on information or convey an opinion which we think the receiver might be interested in. If the receiver is familiar with the information and is of the same opinion, there is no gap and he/she will probably switch off. It may seem terribly obvious! But in much foreign-language learning there is no information gap at all and opinions are rarely asked for. The teacher usually asks a question which the learner knows the teacher can answer! The teacher is more interested in the form than in the content of what the learner says.

An understanding of the principle of information gap and opinion gap, and a belief that they should be intrinsic to most language-learning activities is essential for any teacher using games.

The following is an example of one of the best known of the information gap games.

Describe and draw a picture: One person has a picture and does not show it to his/her partner. There is thus an informational gap. The first learner then tries to describe the picture so that the second leaner can draw it. Language is used to bridge the gap. The picture drawn by the second learner is then visible evidence of whether the gap has been closed.

Who are Games For?

Enjoyment of games is not restricted by learners’ age. Some individuals, regardless of their age, may be less fond of games than others. But so much depends on the appropriateness of games and the role of the player.

It is generally accepted that young learners and adults are very willing to play games. (This partially depends on the learners’ socio-cultural background.)

Young teenagers tend to be more self-conscious and one must take into account their reticence when selecting games for them. Games which can be played in pairs or groups may be particularly useful in this case. It is clear to all observers of classroom practice that the teacher’s own belief in the usefulness and appropriateness of a game affects the learner’s response.

Teenage learners might be reluctant to play games. Many people are so anxious to learn English in order to pass examinations or to improve their employment prospects that they look on games as unnecessary. If you have such committed learners you must clearly respect their point of view and be able to justify the use of each game in terms of the density and meaningfulness of practice it provides.

It is important to note that most advanced and dedicated students can enjoy and value games if the content and language used are relevant to them.

It follows that the real questions are not, “What groups are games for?” or “What level?” but are much more specific:

1. Will the game take you a long time to prepare, compared with the amount of useful work you will get from it?

2. Will it be relatively easy for you to organise it in the classroom?

3. Is it likely to interest the particular group of learners you have in mind?

4. Is the language or is the language skill you are concerned to teach intrinsic to the activity? Or are you just forcing it into the game?

5. Is the amount of language and the type of use enough to justify the use of the game? Or do you have another good reason for introducing it?

If your answer is “yes” to each of these questions, then the game you have in mind is a highly efficient means of satisfying your learners’ needs.