It is difficult to classify games into categories because such categories often overlap.
Hadfield (1984) explained two ways of classifying language games: First, the author divides
language games into two types: linguistic games and communicative games.Linguistic games focus on accuracy; on the other hand, communicative games focus on the exchange of
information. Jacobs (n.d.) further classified games into more detailed forms which are
composed of both the elements defining linguistic and communicative games.
1. Sorting, ordering or arranging games. For example, students have a set of cards with
months, and they have to arrange those cards in order.
2. Information gap games. In such games, one or more people have information that other
people do not, and they have to exchange their information to complete a task.
3. Guessing games. These are a variation on information gap games. For instance, one
student who has a flash card can not show it to others but must instead mime it to
others, and then other students have to guess the word from his or her performance.
4. Searching games. These games are another version of two-way information games,
with everyone seeking and giving information. For example, everyone is given a clue
to find out who the criminal is. They have to ask and then reply to their partners to
solve the problem.
5. Matching games. As the name implies, participants need to find a match for a word,
picture, or card.
6. Labeling games. These are a form of matching game. The only difference is that the
participants match labels and pictures.
7. Exchanging games. Many card games fall into this category. In these games, students
barter cards, objectives, or ideas.
8. Board games. “Scrabble” is one of the most popular games n this category.
9. Role playing games. Such games involve students in playing roles that they might not