2EDUCATING THE ENGLISH MANNER OF SPEAKING THROUGH 3D
GAMES IN EFL LESSONS
Asadbek Anvarovich Abdullayev
Student, Chirchik state pedagogical university abdullayevasadbeeek@gmail .com
Mavluda Abduvaliyevna Komiljonova
Scientific adviser, Teacher, Chirchik state pedagogical university mavlyudadiurayeva1 @gmail.com
ABSTRACT
In this contemporary area, education takes almost the highest place in improvement of authority. The methods of teaching has changed during many decades and tutors make effort to use them to novices will be able to obtain all necessary data. If we take English as a language which do not stop developing, the majority of teachers have learned to educate pronunciation of specific dialect to students by adding video games to plan of the lessons. Thus, scholars of these classes have opportunity to learn English twice faster.
Keywords: games, education, speech.
INTRODUCTION
Pronunciation is the way in which a word or a language is spoken. This may refer to generally agreed-upon sequences of sounds used in speaking a given word or language in a specific dialect ("correct" or "standard" pronunciation) or simply the way a particular individual speaks a word or language. Words' pronunciations can be found in reference works such as dictionaries. General-purpose dictionaries typically only include standard pronunciations, but regional or dialectal pronunciations may be found in more specific works. Orthoepy means pronunciation considered correct, or the study thereof. What do we mean by EFL classrooms? This is when English is not the dominant language in the state. Students share the same language and culture. The teacher may be the only native English speaker they have exposure to. Outside of the classroom students have very few opportunities to use English. By having such lessons, novices could get a huge amount of knowledge, which can be significant in their future life. Authentic material refers to those media that native speakers are exposed to in English speaking countries. Many EFL educators and researchers advocate the usage of authentic materials as a means of helping students reach native -
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like fluency in a language. Authentic materials in the EFL classroom can have a positive effect on learning. Authentic language learning material can increase learner on-task behavior; additionally, overall class motivation to learn class content may increase when using authentic materials. This may be one of the reasons that foreign language movies and culture classes that use authentic media are fast becoming a standard in foreign language departments world-wide.
Video games may have advantages in learning manner of communicating, as many of 3D games include speaking between heroes and other game characters. Mostly, during the playing of certain computer game, players can talk with NPC (NON-PLAYER CHARACTER) is any character who is not controlled by gamer and added by innovators of specific game. In addition, youngsters, by having long conversations, can hear and get several unknow words or words which were hard to pronounce. Besides, students have a chance to enjoy by gameplay and doing useful task. Thus, adding video games is able to be important in improvement of teens. TOP 3 VIDEO GAMES WHICH CONSISTED OF MANY DIALOGES.
1. RED DEAD REDEMPTION 2 - is an action-adventure and open-world third-person shooter computer game developed by Rockstar Studios and released by Rockstar Games for the PlayStation 4 and Xbox One consoles on October 26, 2018, and for personal computers running Windows on November 5, 2019. The game incudes wide area of playing and various of NPCs who can talk with main hero. For non-native users of English, it is one of the best 3D games to develop acoustic skills.
2. ASSASIN'S CREED: ODYSSEY - is a computer game in the Action/RPG (ROLE PLAYING GAME) genre, developed by Ubisoft Quebec studio and published by Ubisoft. It is the eleventh game in the Assassin's Creed series of games. The release took place on October 5, 2018 on the platforms Windows, PlayStation 4, Xbox One, as well as Nintendo Switch (Japan only). The game takes place in the era of Ancient Greece during the Peloponnesian War . Assassin's Creed Odyssey was a prequel to Assassin's Creed Origins. The player is given a choice of two main characters: the Spartan mercenaries Alexios and Kassandra, who are descendants of the legendary king Leonidas. The speech fluency of game characters is on the top, there are a lot of academic words which can be use in a routine life and not only.
3. ALPHA PROTOCOL - is a third-person Action RPG computer game developed by Obsidian Entertainment and published by Sega in the summer of 2010. The game tells the adventures of Michael Thorton, a newcomer to the ranks of agents of the secret unit Alpha Protocol. Players of this game are able to get pleasure, as despite the oldness of video game, innovators made the graphic of the game much
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more qualitive. Also, the dialogs are great and words can be taken and used in a routine life.
However, all mentioned 3D games can be played by individuals over eighteen plus, as there are some violence, blood and other immoral things which can ruin psychology of kids.
EXPERIMENT AS A COURSE IN JAPAN
"Learning English through Video Gaming" is a 15-week elective course that has been offered for the past 2 years to 3rd- and 4thyear English majors at a midsized language university in Japan. As per university policy, all students who enrolled in the course must have achieved a score of 600 or higher on the TOEIC exam. Students ranged in age from 20 to 25 years. Surveys of students' gaming habits indicated that they came from a wide range of gaming backgrounds—hardcore gamers who played popular commercial video games every day mixed with students who rarely, if ever, played games. The majority of students, however, fell somewhere in between these two extremes, and most enjoyed playing games occasionally—on their cell phones, on personal gaming devices, or at public arcades with friends. The primary goal of the course was to provide learners with a number of fun and novel ways to utilize digital games to practice and improve their English outside of class. This goal stemmed directly from the constructivist theories of learning that underpin the course. Constructivist theories posit that "learning is problem-solving based on personal discovery, and the learner is intrinsically motivated" (Cooper, 1993, p. 17). It was hoped that by the end of the course, learners would see games and game-related activities, such as commenting in the forums of a gaming website, as potential resources for their language learning and proactively use these resources to not only improve their language skills but also to maintain their motivation and find a sense of personal achievement. A secondary goal of the course was to provide learners with the confidence and experience to communicate comfortably with other speakers of English about games. The course provided opportunities to interact face-to-face with the numerous international and exchange students who visited the university campus every year, many of whom were gamers themselves. Furthermore, learning to communicate about games in English also gave students the opportunity to participate online as a member of the English-speaking worldwide gaming community. These learners would have a variety of opportunities to both use and learn English meaningfully and authentically, by (a) translating Japanese games into English, (b) posting online reviews of games they had played, (c) reading and writing English-language FAQs and walk-throughs for games, and (d) interacting with others on gaming forums.
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RESULTS OF THE COURSE
Learners who enrolled in the course were invited to take an entrance survey at the beginning of the course and an exit survey after completing the course. The entrance survey elicited biographical information such as the learner's sex, age, and gaming experience as well as his or her attitudes towards using games for learning English. The exit survey again asked learners about their attitudes towards using games for English language learning and more specifically their feelings about the course and its activities. In total, 34 of the 38 students who have taken the class have completed both surveys. It is clear from their responses that learners are overwhelmingly positive about both the course and using digital games for language learning in general. In fact, all respondents found the course to be both fun and useful to their studies. The most frequent reason given for this positive response was that the class offered learners multiple opportunities to interact with their classmates in English in a fun atmosphere. The second most frequent reason given was that the class afforded respondents opportunities to improve in specific language skill areas such as reading, vocabulary, and listening.
THE BENEFITS AND DRAWBACKS OF USING DIGITAL GAMES ADVANTAGES
When combined with a solid foundation in vocabulary and grammar, video games help students improve reading, comprehension, and even speaking skills. The results are even more pronounced in struggling students. According to a recent national survey, more than 78% of teachers noted that learning games, even video games, were effective in helping struggling students compensate for learning gaps in their traditional studies. Students naturally learn faster and comprehend more when they are forced to use the information often and in real-world situations, even the fake ones created by English learning games and video games. Essentially, this is immersion -based learning or contextual learning very similar to what one experiences when living abroad and being forced to interact with people in another language. So by providing both context and constant feedback, video games allow students to actually use the knowledge they gain in classrooms or conventional study to learn and master English or any new language faster.
DISADVANTAGES
The first and the biggest problem with video games is that they can make you addicted. Video game addiction is a rising problem and likely to increase in the future. The World Health Organization has recognized gaming disorder as an actual mental health condition, and global prevalence is around 3-4% of gamers. Considering that there are about 3 billion gamers globally, the number of addicted gamers is estimated
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to be between 90 - 100 million. Several studies have shown that video games are a risk factor behind aggression. However, the studies also found that video games are not the only factor behind this aggression. Video games might increase the risk of aggression in an individual in combination with other factors. There's also a stigma around video games promoted by the media, which says that video games are violent and promote violence. But it's far too easy to pin this problem down solely to video games, although they can be a contributing factor. Although, the link between video games and violence is still hotly contested, many parents report increased aggression in their children when playing excessively, including damaging property. Therefore, parents should be mindful to ensure their children play age-appropriate games and seek professional support if they experience increasingly aggressive behavior. CONLUSION
To sum up all the mentioned data, we could say that perhaps not all individuals use 3D games, but the chance that they could improve a person's skills in knowing English exists. As we said, by hearing the voice of dialogs and looking at subtitles in gameplay, students have the opportunity to make their vocabulary more wealthy and grammatically correct. Moreover, not only do youngsters have a chance to learn English through video games, but also adults who are keen on digital games could try to be in a trend to educate themselves by playing games. As a result, education does not choose certain people; they should open it themselves.
REFERENCES
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6. Baierschmidt, J.R. (2014). Teaching English through video gaming. ( 670-675).
7. Barry Lee Reynolds (2008) Video Games in the English as a Foreign Language Classroom.
8. https://ru.wikipedia.org/wiki/Alpha Protocol
9. https://gamequitters.com/pros-and-cons-of-video-games/
10. https://www. englishclass 101.com/blog/2016/08/09/3-reasons-why-playing-games-helps-you-learn-english-faster/
11. https://ru.wikipedia.org/wiki/Assassin%E2%80%99s Creed Odyssey
12. https://ru.wikipedia.org/wiki/Red Dead Redemption 2
13. https: //en.wikipedia. org/wiki/Pronunciation
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