2。1。2 Classification of games 

Since the language games can be pided according to different principles, it is not easy to classify games either。 Therefore, in this paper, the author would mainly use Hadfield’s (1998) classification for reference, who offers two ways of classifying language games。 He first pided language games into linguistic (focus on accuracy) and communicative games (focus on the exchange of information)。 His second pision is more detailed and usually includes both linguistic and communicative aspects, which have been cited by Jacobs (2013), Blanka Frydrychova Klimova (2015), and Ying-Jian Wang, Hui-Fang Shang and Paul Briody。 (2011)。 The classifications are as follows。 

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 cannot 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。 文献综述

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 in this category。 9。 Role playing games。 Such games involve students in playing roles that they might not play in real life。 They might also be employed to get students to practice set dialogues。

Apart from Hadfield’s classification of the language games, which has been cited in many studies, Jacob (2013) also makes another distinction between the language games。 He pides them into competitive (learner tries to be first to reach the goal) and cooperative games (learners try to reach the same goal together; they help each other)。 And he suggests that competitive games can be modified to lessen the competitive element and to add a cooperative element (as cited in Blanka Frydrychova Klimovaa, 2015)。