Introduction “Games are a more natural way to learn than traditional classrooms. Not only have humans been learning by playing games since the beginning of our species, but intelligent animals have as well.” (Aldrich, 5) This is where lies the root of the basic principle that underlies the spirit of 'Gamification' in true sense, and this basic principle readily concords with Stephen Krashen's views on 'comprehensible inputs' and creating of low anxiety situations in second language acquisition. According to Stephen Krashen, the supply of 'comprehensible input', in low anxiety situations, containing messages that harmoniously align with the tastes and interests of the students, really structures the best possible method for teaching and learning – “ … improvement comes from supplying communicative and comprehensible input, and not from forcing and correcting production.” (Krashen, 7) 'Gamification' easily provides all these requirements, namely low anxiety situations, communicative and comprehensible inputs and messages that students really want to hear. This becomes very clear from the very definition of 'Gamification' itself – “Gamification is the application of game elements in non-gaming situations, that is, to convert useful activities into games.” (Lui, 91) 'Gamification' is becoming an increasingly popular concept in teaching. Today's digital natives have grown up with video and computer games, and they look for excitement. The fast pace of many games fits their short attention spans. The concept of 'Gamification' - using game elements in non-game contexts to motivate and persuade - is moving from marketing to teaching at great pace. While games have long been part of a language teachers' bag of tricks, teachers can benefit from learning about the elements of games that will help to appeal to today's learners. Teaching and Language Learning through Gamification (TLLG) aims to give educators the opportunity to investigate the potential of 'Gamification' of language learning and teacher development. This paper aims at looking at specific examples and contexts where 'Gamification' has been or can be used; using games inside and outside of the language classroom; and engaging in professional development through play for engineering students. It also concentrates on the salient features of 'Gamification' other than providing fun and entertainment. The perfect harmonization of the spirit that is induced in the process of 'Gamification' with the theories propounded by D. Stephen Krashen in Principles and Practice in Second Language Acquisition:English Language Teaching Series is also scrutinized and studied in this paper. Gamification and Motivation Motivation is decisive in learning. If students are highly motivated in spite of their limited ability, motivation will help them to find the means to accomplish a task and eventually enhance the ability. However, motivation and ability alone are not enough. A 'trigger', which is like a call for action, is also required so as to tell the user to achieve a certain behavior. Software applications can serve as such 'trigger' to change people's attitudes and behavior. (Fogg, 2) 'Gamification' has been shown to engage and motivate learners when used properly in the classrooms which perfectly matches with Fogg's term 'trigger'. Its aim is to combine extrinsic and intrinsic motivations to raise the engagement of users by using game-like techniques such as scoreboards and personalized fast feedbacks, and thus, to motivate or influence their behaviour. Gamifying the classrooms increases students' motivation because when faced with a challenging task, they become fully engaged. In order to make learning more engaging, gamifying techniques should be complete, interesting, easy to concentrate on, transparent with clear goals, followed by immediate feedbacks, vibrant enough to encourage deep but effortless involvement, effervescent to help learners exercise a sense of control over their actions, definite in concern for the disappearance of the self during the flow of gamified activities and appearance of a stronger sense of the self after the flow of such activities, and finally, be effectual in facilitating a healthy sense of time-management. (Jones, 4) Prensky summarizes this kind of experience as a state when the challenges presented and one's ability to solve them are almost perfectly matched, and when one often accomplishes things that one didn't think he/she could do along with a great deal of pleasure. (124) Malone and Csikszentmihalyi describe this flow of experience as the enjoyment of playing games. There can be enormous flow in work, sports, and even learning when concepts become clear and how to solve problems obvious. As such, 'Gamification', in this regard, helps learners learn better when they are participating and having fun. Graham Stanley defines 'Gamification' as the use of game design techniques to solve problems and engage audiences. (1) To him, this buzz word refers to adding a game layer to the real world. The basic premise of 'Gamification', according to him, is to make something one does or wants to do more engaging by turning it into a game. Difference between Games, Game-based Learning and Gamification Often 'Gamification' is confused with games and game-based learning. A close study of research articles shows that they all are quite different. Games are just for fun and may or may not have Original Research Paper English Teaching of Technical English through Gamiåcation ISSN - 2250-1991 | IF : 5.761 | IC Value : 79.96 Volume : 6 | Issue : 3 | - 2017 March KEYWORDS Gamiåcation; comprehensible input; 'trigger'; 'a low anxiety situation'; 'off the defensive'. ABSTRACT Gamiåcation is becoming an increasingly popular concept in teaching. Today's 'digital natives' have grown up with video and computer games, and they look for excitement. The fast pace of many games åts their short attention spans. The concept of "gamiåcation" - using game elements in non-game contexts to motivate and persuade - is moving from marketing to teaching at great pace. While games have long been part of a language teacher's bag of tricks, teachers can beneåt from learning about the elements of games that will help to appeal to today's learners. Teaching and Language Learning through Gamiåcation (TLLG) aims to give educators the opportunity to investigate the potential of gamiåcation of language learning and teacher development. This paper aims at looking at speciåc examples and contexts where gamiåcation has been or can be used; using games inside and outside of the language classroom; and engaging in professional development through play. It also concentrates on the salient features of gamiåcation other than providing fun and entertainment. The perfect harmonization of the spirit that is induced in the process of gamiåcation with the theories propounded by D. Stephen Krashen in Principles and Practice in Second Language Acquisition:English Language Teaching series is also scrutinized and studied in this paper. V.Vidya Teaching Assistant, Alagappa University College of Education, Karaikudi, 630003. 504 | PARIPEX - INDIAN JOURNAL OF RESEARCH