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18GAME TECHNOLOGIES AS A CONDITION OF CREATION MOTIVATIONAL BASIS OF TEACHING A FOREIGN LANGUAGE
Khodzhaeva S.S.
Khodzhaeva Saodathan Saidullaevna - Senior Teacher, FACULTY OF INTERNATIONAL JOURNALISM, UZBEK STATE UNIVERSITY OF WORLD LANGUAGES, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: the article considers the positive impact of gaming technology in teaching a foreign language. The effectiveness of the use of gaming technologies to stimulate the motivation of educational and cognitive activity of students is shown.
Keywords: game technology, teaching a foreign language, student's motivation.
Increasing students' motivation for learning activities is one of the important issues of didactics. The real way to maintain cognitive motives is "the inclusion of activities for mastering a foreign language in activities that have a certain personal meaning for students (play, communication, work, cognition)". Motivation determines the significance of what is learned and assimilated by students, their attitude to educational activity and its results. The peculiarity of a foreign language as a subject lies in the fact that the educational activity implies a foreign language speech activity, that is, a communication activity in the process of which foreign language speech skills are formed, in addition to knowledge. The cognitive motives of students contained in the educational activity itself give this activity a personal meaning. The source of cognitive motives is the conscious cognitive need of students. The real needs of learners of a foreign language are related to the desire to communicate in this language, express their opinion, use the language verbally and in writing, and own it. The latter leads to the need for a well-thought-out selection of means and methods of teaching foreign language activity to maintain motivation.
In this regard, the use of gaming techniques for teaching foreign language communication is of particular importance. The problem of the use of gaming technologies in the organization of training in didactics is not sufficiently addressed and often has a declarative character. Meanwhile, attracting the game as a learning method is an effective tool for managing educational activities (activities for mastering foreign language communication), activating the students' mental activity, which makes the learning process exciting and interesting. As a unit of organization of the educational process, we consider the situation in which the process of mastering linguistic knowledge is manifested in relation to the tasks of verbal communication. Speech situations give communication a natural character and meet the real needs and interests of those studying a foreign language. In a psychological concept, a game is defined as an activity, the subject and motive of which lie in the very process of its implementation. According to D.B. Elkonin, "a human game is an activity in which social relations between people are recreated outside the conditions of directly utilitarian activity."In the "Great Encyclopedia" the game is considered as "a lesson that has no practical purpose and serves for entertainment and fun, as well as the application of some arts in practice (playing on stage, playing a musical instrument)." The game provides an almost unlimited opportunity to create fictitious situations, problems, incidents, conflicts -all that requires verbal and non-verbal activity and which is absolutely necessary for the development of intercultural communication skills.
Cognitive and didactic games in which situations are created, characterized by the inclusion of the studied in an unusual game context. You should distinguish between didactic games built on external amusement, and games that require actions that are part of the activity to be assimilated.
The role of the game in creating a language environment. Many authors of textbooks and works on the methodology discuss the educational value of games. Most language games force you to use the language instead of learning the correct forms. Games can be seen as a central, rather than peripheral, system in a foreign study program.
Games can reduce excitement, making the introduction of the material more natural. Creative story-based role-playing games in training are not just an entertaining technique or a way of organizing cognitive material. The game has tremendous heuristic and persuasive potential; it breeds what seems to be the same. Educational game - an exercise helps to activate, consolidate, monitor and adjust knowledge, skills and abilities, creates educational and pedagogical visibility in the study of specific material. All students take part in the game, interacting closely with each other, which contribute to the creation of a favorable climate in interpersonal relations between students and the teacher:
1) Collective creative activity;
2) speech partners are determined in the game not only at the request of the teacher, but also arbitrarily;
3) students have the opportunity to change roles, which allows you to use the language material in full, improve skills in communicating in the language;
4) an atmosphere of interest and discipline reigns in the lesson: mental and physical activity; focus and interest;
5) the game is used mainly as an entertaining moment in the lesson.
The above emphasizes the complexity and versatility of the problem under consideration, its relevance. A class based on the results of a role-playing game can be held off-schedule, then it acquires the characteristic features of an extra-curricular event in a foreign language. Thus, we have proven in practice the effectiveness of the application of gaming technologies in classes in a foreign language to stimulate the motivation of educational and cognitive activity of students.
References
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2. Bogomolova N.N. Situatsionno rolevaya igra ka aktivniy metod sotsialnopsichologicheskoy podgotovki/ N.N. Bogomolova // Teoreticheskiye i metodologicheskiye problem sotsialnoy psychology. Moskva, 1977. S. 192-193.
3. Stepanova Ye.L. Igra kak sredstvo razvitiya interesa k izuchaemomu yaziku / Ye.L. Stepanova // IYASH, 2004. № 2. S. 66-68.
