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Taboo: Players provide clues to help their teammate guess a target word, but certain related words are forbidden (taboos). This game promotes vocabulary exploration and synonym identification.
Bingo: Students fill a bingo card with vocabulary words, then listen for definitions or descriptions. The first to complete a row or card wins. This is a fun way to review and reinforce newly learned words. Integrating Games into the Curriculum
Games should be strategically integrated into the curriculum to maximize their effectiveness. Here are some tips:
Align Games with Learning Objectives: Ensure the game targets the specific vocabulary set students are learning.
Provide Clear Instructions and Scaffolding: Introduce new games with clear instructions and demonstrations. Offer support for struggling students.
Differentiate Instruction: Adapt games to cater to different learning styles and levels. Assessment and Reflection: Use games not only for practice but also for formative assessment. Encourage students to reflect on their learning after playing. Conclusion
Games offer a powerful and engaging tool for enhancing lexis acquisition in English language learning. By incorporating games strategically, teachers can create a more motivating and effective learning environment, fostering a love for language and a strong foundation in vocabulary. Further research is needed to explore the long-term impact of game-based learning on vocabulary development and explore the effectiveness of digital games for this purpose.
References:
1. Wulanjani, A. N. (2018). The Use of Vocabulary-Games in Improving Children's Vocabulary in English Language Learning. CORE
2. Bahrani, H. H., & Dehghani, M. (2013). The Role of Games in Enhancing EFL Students' Vocabulary Acquisition. International Journal of Language Studies.
© Atayeva H., 2024
УДК 37
Aydogdyyeva B. R.,
Student of Magtymguly Turkmen State University,
Ashgabat, Turkmenistan
TO GAIN ACTIVITY OF STUDENTS IN SPEAKING SKILLS Annotation
Developing strong speaking skills is crucial for academic success and personal growth. However, classrooms often face the challenge of getting students to actively participate in speaking activities. This reluctance can stem from various factors, including anxiety about speaking in front of peers, limited vocabulary, or a lack of confidence in their fluency.
Keywords:
foreign languages, speaking skills, students, be free, improving.
Айдогдыева Б. Р.,
Студентка Туркменского государственного университета
имени Махтумкули, Ашхабад, Туркменистан
ПОВЫШЕНИЕ АКТИВНОСТИ СТУДЕНТОВ В РАЗГОВОРЕ Аннотация
Развитие сильных разговорных навыков имеет решающее значение для академического успеха и личностного роста. Тем не менее, классы часто сталкиваются с проблемой привлечения учащихся к активному участию в разговорной деятельности. Это нежелание может быть вызвано различными факторами, включая беспокойство по поводу выступления перед сверстниками, ограниченный словарный запас или неуверенность в своей беглости.
Ключевые слова:
иностранные языки, разговорные навыки, студенты, быть свободным, совершенствование.
Introduction: Effective communication, a cornerstone of academic achievement and personal growth, hinges on well-honed speaking skills. However, classrooms often face the challenge of limited student participation, hindering the development of these crucial abilities. This article delves into evidence-based practices that can transform classrooms into vibrant spaces where students actively engage in spoken communication.
Creating a Supportive Environment: A welcoming and inclusive classroom climate is paramount for fostering speaking skills. Research by Cheng [1] highlights the importance of building trust and rapport with students. Techniques like incorporating icebreaker activities and fostering peer collaboration can create a safe space where students feel comfortable taking risks and expressing themselves verbally.
Interactive Activities: Moving beyond traditional lecture formats, incorporating interactive activities injects dynamism into the classroom and motivates students to speak up. Games, debates, role-playing scenarios, and group discussions, as emphasized by Oxford [2], provide opportunities for students to practice speaking in a contextually relevant way.
Promoting Student Agency: Empowering students to take ownership of their learning fosters a sense of responsibility and encourages active participation. This can be achieved through student-led presentations, peer discussions, and activities where students explain concepts to each other. Studies by Pintrich & Zusho [3] demonstrate that self-directed learning promotes deeper understanding and fosters confidence in expressing knowledge.
Technology as a Tool: Technology can be a valuable asset in enhancing speaking skills. Online discussion forums, voice recording apps for self-reflection, and digital presentations can all provide students with additional platforms to practice and refine their communication abilities. However, it is crucial to ensure technology complements in-person interaction, not replaces it.
Conclusion: By fostering a supportive environment, employing interactive activities, promoting student agency, and leveraging technology strategically, educators can create classrooms that ignite student participation and propel them towards becoming confident and articulate speakers. The activity that best supports the practice of speaking skills is option 'A': Students telling their version of a story based on some hints and applying it to a problem-solving situation. This activity involves several elements that help develop speaking skills effectively. Sometimes, a speaking activity falls flat because learners simply don't feel ready to speak. Make sure they have the language they need and give them a bit of time to prepare. This could be time to read instructions for a role play for example. Making notes can help, but writing a speech interferes with fluency. And
if you think about it, the way we learn to use our own language all starts with speaking. As our vocabulary, grammar and knowledge of sounds develop, we learn to express our ideas and thoughts clearly and respond to others with increasing confidence, fluency and spontaneity. References:
1. Cheng, H. (2014). Building trust: A key factor in language learning anxiety.
2. Oxford, R. L. (2001). Teaching and researching language learning strategies. Pearson Education Limited.
3. Pintrich, P. R., & Zusho, A. (2002). The role of self-efficacy beliefs in self-regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives.
© Aydogdyyeva B.R., 2024
УДК 37
Myradova K.,
Instructor of Magtymguly Turkmen State University,
Ashgabat Turkmenistan Esenmyradova J., Hudayberdiyeva G.,
Students of Magtymguly Turkmen State University,
Ashgabat, Turkmenistan
IMPROVING FOUR SKILLS IN TEACHING FOREIGN LANGUAGES
Annotation
This article expresses effective pedagogical strategies for developing the four core language skills: listening, speaking, reading, and writing, in foreign language classrooms. A balanced approach that integrates these skills is crucial for fostering true communicative competence in learners.
Keywords:
teaching foreign languages, improving four skills, writing, reading, listening, speaking, important.
Мырадова К.,
Преподаватель Туркменского государственного университета имени Махтумкули,
Ашхабад Туркменистан Эсенмырадова Дж., Худайбердиева Г.,
Студенты Туркменского государственного университета имени Махтумкули,
Ашхабад, Туркменистан
СОВЕРШЕНСТВОВАНИЕ ЧЕТЫРЕХ НАВЫКОВ ПРЕПОДАВАНИЯ ИНОСТРАННЫХ ЯЗЫКОВ
Аннотация
В этой статье представлены эффективные педагогические стратегии для развития четырех основных языковых навыков: аудирования, говорения, чтения и письма на уроках иностранного языка. Сбалансированный подход, интегрирующий эти навыки, имеет решающее значение для развития истинной коммуникативной компетентности учащихся.
