CC BY
20
UDK 808.5
Abbasova D. B. student
Ferghana state University Uzbekistan, Ferghana city
DIDACTIC GAME AS MOTIVATION OF LEARNING ENGLISH
Annotation: Recently, interest in the English language has increased significantly. So didactic games played important role in the learning English language.
Key words: English language, didactic game, education.
Now it is considered the language of professional communication in various fields. The most important task of the teacher is to increase motivation to learn English, which at the same time is one of the important conditions for the successful learning of a foreign language in the modern world. At first, children are very happy to come to the first foreign language classes. One is just curious, others are aimed at it by parents, after a few classes, some children begin to lose interest in the language. There are many reasons, and one of them lies in the fact that only an adult understands how important and necessary it is to know a foreign language in modern conditions. For a child, this is not motivation. He will learn what he wants to learn. That is why from the very beginning it is necessary to create such conditions in the classroom that the child does not have negative emotions, and accordingly increased motivation, which is a source of activity.
Today, teachers are reviewing methods of influencing the minds, will, emotions of students in order to introduce the rich world of culture and traditions of the country of the studied language. The ways and means of formation of all types of speech activity are reviewed: writing, speaking, listening, reading. Introduction of game technologies into the learning process along with traditional classes. For activation of educational process and stimulation of cognitive activity it is necessary to introduce in process of training, along with traditions, occupations, game technologies. The reason for such increased interest in various kinds of games is a departure from traditional forms and methods of training. But we must not forget that with a sufficiently high motivation there is a decrease in cognitive interest in learning a foreign language. This is because students face some difficulties that seem insurmountable to them.
Play as one of the methods, first stimulates learning activity, and secondly, allows you to use all the levels of assimilation of values that would sustain interest in active learning of the English language, as well as confidence in the successful mastery of them, hence the use of gaming technologies at the lessons of foreign language is an important aspect in motivation and interest, becomes the basis for the development of pupil skills training activities. But it should be noted that the game has not only motivational functions. The use of game moments in the classroom and in extracurricular activities contributes to the activation of cognitive and creative activity of students, develops their thinking, memory fosters initiative, allows to
overcome boredom in teaching a foreign language. And also games develop ingenuity and attention, enriches language and fixes a stock of words of pupils, focus attention on shades of their value. Increasing the motivation of students to study is one of the topical issues of didactics.
Motivation determines the importance of what is learned and assimilated by students, their attitude to learning activities and its results. In the process of learning a foreign language, students acquire communication skills, in the process of which, in addition to knowledge, foreign language speech skills are formed. Cognitive aspects that are contained in the learning activities give personal meaning. The source is the conscious cognitive need of foreign language learners. These needs are related to the desire to communicate in the language that is being studied, to Express their opinions, to use the language orally and in writing, to own it. And so the attraction of the game as a method of learning is an effective technique that activates mental activity, which allows you to make the learning process interesting and exciting. R. Steiner wrote: "with children to the subject, and not with the subject to the children." We understand this statement as follows: with children it is necessary to be childish, and this means, playfully.
Game-as an incentive to learn a foreign language, an effective technique that uses a foreign language teacher. The use of this technique and the ability to create speech situations makes students willing, willing to play and communicate. Therefore, we can conclude that the game does not have a precise and unique definition. Many scientists define it in their works. But any game assumes a certain goal, knowledge, rules, and also element of entertainment and pleasure. As for the educational game - it is a specially organized task that requires emotional and mental strength. Playing in the classroom contributes to the implementation of important methodological tasks:
1) the Creation of psychological readiness of students to speech communication.
2) To make the learning process entertaining, as well as to create a cheerful working mood among students.
3) make emotionally attractive repetition of the same speech patterns and standard dialogues.
4) Develop the ability to analyze, analyze, compare and generalize. In game all are equal. It is acceptable for those who do not have a strong enough knowledge of the language, Moreover, the student can be the first in the game, although weak in language training: resourcefulness, ingenuity and ingenuity are more important than knowledge of the subject. The feeling of equality, the atmosphere of enthusiasm and joy, the feeling of the feasibility of tasks - all this makes it possible to overcome the stiffness, shyness that prevents the free use of words, phrases and expressions of a foreign language in speech.
Thus, the student's self-esteem increases and he begins to feel equal among peers, which has a beneficial effect on learning outcomes. In this case, there is a sense of satisfaction, and at the same time the language material is absorbed easily
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and imperceptibly. Game activity in the learning process performs the following functions:
- training (development of memory, attention, perception of information, development of foreign language skills).
- educational (education of such quality as attentive, humane attitude to the partner in the game; also develops a sense of mutual support and mutual assistance).
- communicative (creating a favorable environment for communication).
- psychological (formation of preparation of mentality of pupils for assimilation of big volumes of information).
- relaxation (removal of emotional stress due to the load on the nervous system with intensive foreign language training. - psychological (formation of skills of preparation of the physiological state for more effective activity developing (development of personal qualities for activization of opportunities of the personality. The simplicity and complexity of the organization and conduct of the game depends on many factors: the type of game, the type of audience and the nature of the teacher's relationship with students. At the same time, it is obvious that the games in the classroom can form a real speech communication, which occupies a special place in the communicative technique. Games in a foreign language lesson are useful, but you should consider a number of requirements:
- be economical and set yourself specific learning objectives.
- to work up to the end on the set rhythm and not to allow the game to disrupt the course of the lesson.
- stimulate the activity of students.
- involve all students in the game, do not leave any student passive or indifferent. The game requires each student to be active. Participants should enjoy not only the game but also the lesson. In this case, each game should be carefully thought out and worked out by the teacher. It should not suffer from looseness, verbosity uneconomical. In order for the teacher to effectively manage the game, he himself needs to know and clearly represent the desired result. There are different approaches to classifying games. But they are all conditional. Some Methodists divide games into:
- language (processing of grammar and vocabulary)
- communicative (processing of speech activity). M. F. Stronin distinguishes 2 sections of such games:
- grammatical, lexical, phonetic and spelling games that contribute to the formation of language skills.
- creative games that contribute to the development of speech skills and abilities. Propose a your attention some game:
- lexical game: Option 1 (frontal game). The teacher hangs pictures on the blackboard (it can be different thematic cards: fruits, animals, clothes, sights of London, etc.) for one minute students have to remember the name, then call them from memory. The winner is the one who remembered and named more.
Option 2 (group game). The two teams face each other. Students should name the meaning of the word, the picture of which shows the opposing team. The winner is the team that gave the highest number of correct answers.
Option 3 (pantomime). A leading portrays any animal, the rest students must guess. The main thing for a foreign language teacher to take into account not only the age, but also the psychological characteristics of each child individually. The teacher should give every child the opportunity to Express themselves, to realize themselves without fear of being misunderstood.
Thus, the pedagogical potential of any game is to attract the student, arouse his interest, stimulate him in learning the language, to form a friendly atmosphere in the classroom, to enable each student in the game to look at themselves and their comrades from the outside. Our task today is to look for new ways to improve the methodology and system of their work for a high level of foreign language proficiency, in particular English: it opens access for students to different languages and cultures, to world information on various branches of knowledge.
References:
1. Konysheva A.V. "English for kids". SPb-Karo 2004.
2. Shishkova I.A. "English for kids" M.-Rosman 2000
3. Stronin M.F. "Educational games at the English lesson"/. M. F. Stronin// Enlightenment, 1984.
