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THE ROLE OF GAMES IN TEACHING FOREIGN
LANGUAGES Mamadalieva H.A.
Mamadalieva Hapira Abdukhalilovna - Teacher of English, DEPARTMENT OF TEACHING LANGUAGES, MANAGEMENT IN PRODUCTION FACULTY, FERGHANA POLYTECHNIC INSTITUTE, FERGHANA, REPUBLIC OF UZBEKISTAN
Abstract: the article under discussion depicts the importance of using games in teaching learners foreign languages and suggests different interesting techniques to improve speaking skills and enhance motivation of the learners.
Keywords: games, physical activity, classroom, environment, effective, motivation, strategies, methods, improve, pronunciation, trust, self-esteem.
Many researches have shown that using games in EFL classrooms is one of the effective methods in teaching languages. Games are fun activities that promote interaction, thinking, learning, and problem solving strategies. Games often have an aspect that permits the players to produce information in a short time period. Some games require the players to engage in a physical activity and/or complete a mental challenge. As Martinson states, "Games are effective tools for learning because they offer students a hypothetical environment in which they can explore alternative decisions without the risk of failure. Thought
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and action are combined into purposeful behavior to accomplish a goal. Playing games teaches us how to strategize, to consider alternatives, and to think flexibly" [1, p.p.478-488]. Games provide a constructivist classroom environment where students and their learning are central. Learning through performance requires active discovery, analysis, interpretation, problemsolving, memory, and physical activity and extensive cognitive processing. Students draw their own meaning from these experiences while learning from their mistakes and also from each other. The students also build upon their previous knowledge and use their new knowledge in a situation separate from the activity in which they learned it. Furthermore, the teacher is now able to make observations on each student and see what areas the class or individuals are struggling with or excelling at as well as the social dynamics of the group. "The learning process should be interesting, easy and it should be fun to learn. It also should fit with an every day task and the working environment in order to achieve optimum results" [3, p.p. 56-60].
Games allow for creativity, independence and higher order thinking. Usually, questions posed by the classroom teacher are fact based and have only one answer, not allowing for creativity, personal expression, or testing hypotheses. The answer is either right or wrong, but games can allow for multiple answers. They improve participation, self-esteem, and vocabulary usage and allow the learners to see that there are many ways to solve the same problem. Additionally, it is more like real life. For instance, most conversations start with open-ended questions: "How are you?", "What did you do yesterday?", "How can I help you?", and "What would you like for dinner?" As foreign language learners, it is important that they are provided with scenarios that are as realistic as possible. Games, if produced well, can do the same thing. Easy ways to do that involve the students finishing a sentence, listing words that begin with a certain letter, answering open-ended questions on a board game or telling a story. Games also reinforce learning through many of Gardner's multiple intelligences. Since individuals receive and process information in very different ways, it is important that teachers utilize
different strategies and styles. Games often incorporate logical reasoning, communication, kinesthetic, visual stimulation and spatial relations.
Games include analysis and interpretation of new and old material which makes learning concrete. Furthermore, the hands-on experiences are integral to critical learning, retention and recall. Games stimulate interactivity [1, p.p. 478-488]. The students are actively processing and working with the material as well as with classmates. In a grammar translation classroom, the students are working solely with the text and few voices are heard throughout the class session. In a foreign language classroom, it is imperative that the students practice speaking with each other. The goal of the foreign language learner is to speak proficiently and independently in various situations. The interactivity amongst the students also promotes a community of learners. The students begin to see each other as individuals and learn more about each other instead of seeing what they are on the surface. Interactivity removes stereotypes and barriers. Games allow the students to work as a team and to work collaboratively towards a common goal. This collaborative effort is more than just learning to work with others. It promotes a relationship where they can learn from each other. Students must supply reasons for why their answer is the best, listen to their teammates' rationale and then determine which answer is the best and why. So now, the collaborative effort is promoting a spontaneous discussion about the material, improving pronunciation, increasing participation, aiding in comprehension, all while the students are thinking quickly on their feet. The students are also developing trust and self-esteem in this process. Trust develops within and among the players. The learners must trust their own instincts and others' rationale about the answer as well as the ability to produce it. Self-esteem grows as their answers are validated and teammates rely on them to be pivotal players in the game. Games enhance repetition, reinforcement, retention and transference. Because each game has a specific learning objective in mind, each player's turn deals with the same concept or skill in a different way. Therefore, what students do not learn on their own turn, they may grasp from
someone else's turn. Moreover, the responsibility for learning and practicing is the job of the student and it is willingly accepted [2, p.p. 12-22].
According to Al-Shamy, "Language learning is hard work. Effort is required at every moment and be maintained over a long period of time. Games help and encourage many learners to sustain their interest and work." Games help the teacher to create contexts in which the language is useful and meaningful. A little different, according to Richard-Amato, even though games are often associated with fun, we should not lose sight of their pedagogical values, particularly in foreign language teaching and learning. Games are effective as they create motivation, lower students' stress, and give language learners the opportunity for real communication [4, p.p. 34-37].
Along with advantages we mentioned above, some teachers think they have disadvantages as well. Competitive nature of games creates a hostile learning environment. However, competition is a natural part of our world: candidates compete for jobs in the interview process; teams compete in sporting events; and, companies compete to retain or gain clients. Competition is also already present in our schools with test scores and class rankings. As a matter of fact, some kids rise to the challenge because they love to compete even if they do not love to do homework, study or participate in class. Competition in classrooms can be achieved without being detrimental to the learning process or to the fun intended to take place. Not every success in life has an immediate, tangible reward.
References
1. Martinson Barbara and Chu Sauman. "Impact of Learning Style on Achievement When Using Course Content Delivered Via a Game-based Learning Object." Pennsylvania: IGIGlobal, 2008. P. 478-488.
2. Foreman Joel. "Next Generation Educational Technology Versus the Lecture". Educause Review. July - August, 2003. P. 12-22.
3. Pivec Maja and Dziabenko Olga. Game-based Learning Framework for collaborative Learning and Student E-teamwork, 2010. P. 56-60.
4. El-Shamy Susan. Training Games: Everything You Need to Know About Using Games to Reinforce Learning. Virginia: Stylus, 2001. P. 34-37.
IMPROVING VOCABULARY COMPETENCE OF ESL LEARNERS OF B1 LEVEL Nizamova R.A.
Nizаmova Rano Akhmadjаnovna - Teacher of English, DEPARTMENT OF TEACHING LANGUAGES, MANAGEMENT INPRODUCTIO FACULTY, FERGHANA POLYTECHNIC INSTITUTE, FERGHANA, REPUBLIC OF UZBEKISTAN
Abstract: the article under discussion depicts the importance of teaching vocabulary communicatively to ESL learners and suggests different interesting techniques to improve vocabulary competence of the learners.
Keywords: Vocabulary, teaching, intermediate, enthusiasm, meaning, independent, technique, development, encountered.
Teaching vocabulary for intermediate (B1) level is not an easy task, because students need more attention that their enthusiasm in learning. According to CEFR, B1 level candidates in ESL learning (i.e., intermediate independent users of the target language) are expected to be able to understand the main point of clear, standard input on familiar matters regularly encountered in work, school, leisure, etc. Moreover, they are expected to be in a position to deal with most situations likely to arise when they are using the target language at home or abroad, in various social contexts. They can produce a simple coherent text on topics of personal or social interest and they can describe experiences and events, dreams,
