CC BY
31УДК 81
GAME TRAINING COURSES AS A MEANS OF FORMING GRAMMAR SKILLS OF STUDENTS IN TEACHING FOREIGN LANGUAGE
Nosirova Muhayyo Kimsanovna, Andijan agricultural institute, Andijan, Uzbekistan E-mail: [email protected]
Abstract. The grammatical skill of speaking implies the correct communicatively-motivated automated use of grammatical phenomena in oral speech. Grammatical skills that ensure proper formation and form-use can be called verbal morphological skills (for example, the formation of personal verbs endings). Those skills that are responsible for the correct automated word arrangement in all types of sentences are defined as syntactic speech skills. The article is devoted to the work with such skills in the game format on the example of a foreign language.
Key words: grammatic skills, german language, game method, oral speech.
Аннотация. Умение изъясняться подразумевает правильное коммуникативно-мотивированное автоматическое использование грамматических явлений в устной речи. Грамматические навыки, которые обеспечивают правильное формирование и использование форм, можно назвать вербальными морфологическими навыками (например, формирование окончаний персональных глаголов). Те навыки, которые отвечают за правильное автоматическое размещение слов во всех типах предложений, определяются как синтаксические речевые навыки. Материалы статьи посвящены работе с такими навыками в игровом формате на примере иностранного языка.
Ключевые слова: грамматические навыки, игровой метод, устная речь.
At present, there is a lack of consensus among educators, psychologists and methodologists about the role and place of grammar in teaching a foreign language. Some authors believe that the formation of grammatical skills is one of the weak points in teaching a foreign language in school.
Grammar, as such, is not taught at school at all, but grammatical skills are formed on an intuitive, unconscious basis. This is one of the main reasons for the "weak spots" in the process of their formation, when the students, as it were, use linguistic structures in speech, but do not realize their grammatical information, and consequently do not always accurately understand their meaning, do not master the ability to independently construct sentences by grammatical patterns. The communicative nature of the game also provides opportunities for developing communication skills. The need to comment on one's own and other people's actions, to interact within the group, to object, to agree, to express one's opinion serves as a basis for developing speech skills and communication strategies, which is necessary
for the initiation and maintenance of intercultural dialogue.
Thus, the game is:
- activity (in our case - speech);
- motivation, lack of coercion;
- individualized activities, deeply personal;
- training and education in the team and through the team;
- development of mental functions and abilities.
Speaking about the functions of game activity in the process of teaching foreign languages, it is necessary to refer to the scheme of AV Konysheva, which displays them in full.
Functions of gaming activity:
- teaching;
- educational;
- entertaining;
- communicative;
- relaxation;
- psychological;
- developing.
In modern psychological and educational literature there is no unambiguous classification of games. Psychologists distinguish mobile, construction, intellectual, conditional; teachers - didactic games, subdividing them depending on the purposes and tasks on language and speech. Language games help to assimilate various aspects of the language: phonetics, vocabulary, grammar. They are divided into phonetic, lexical, grammatical, respectively. Language games promote the activation of students in class, develop their speech initiative.
Speech games are aimed at the formation of skills in certain types of speech activity. Each type of speech activity corresponds to a certain type of educational game, aimed at teaching listening, teaching monologic and dialogical speech, teaching reading and teaching letters.
The game is a natural environment for the child, during the game he learns the surrounding world, develops, learns the rules of behavior in the team. The developmental value of the game lies in nature itself, for the game is always emotions, and where emotions, there activity, there is attention and imagination, thinking works there. The game is a universal tool that helps a foreign language teacher to turn a rather complex learning process into an exciting activity. The game helps to involve even an unprepared student in the educational process, as it manifests not only knowledge, but also resourcefulness and ingenuity. Moreover, an insufficiently trained pupil can become the first in the game: resourcefulness and ingenuity here, sometimes prove to be more important than knowledge of the subject. A sense of equality, an atmosphere of enthusiasm and joy, a sense of feasibility of assignments - all this enables students to overcome the shyness that prevents the free use of the words of a foreign language in speech, and has a beneficial effect on learning outcomes. The language material is absorbed imperceptibly, and at the same time there is a feeling of satisfaction: "it turns out that I, too, can speak on a par with everyone." The role of the
game in foreign language lessons is enormous, as it makes the learning process fascinating and interesting for every child. When using gaming technology in the classroom, the following conditions must be met:
a) match the game with the teaching and educational purposes of the lesson;
b) accessibility for students of this age;
c) moderation in the use of games in the classroom.
Unlike games, the didactic game has an essential feature - a clearly stated goal of instruction and the corresponding educational result, which can be justified, highlighted explicitly and characterized by an educational and cognitive orientation.
The game form of lessons is created in the lessons with the help of gaming techniques and situations, which act as a means of motivating and encouraging students to learn.
The implementation of gaming techniques and situations in the classroom takes place in the following key areas:
- the didactic goal is put before the students in the form of a game task;
- educational activity is subject to the rules of the game;
- the teaching material is used as its means, an element of competition is introduced into the educational activity, which translates the didactic task into a game task;
- successful completion of the didactic task is associated with the result of the
game.
The effectiveness of didactic games depends, firstly, on their systematic use, and secondly, on the purposefulness of the program of games in combination with conventional didactic exercises. Pedagogical requirements are as follows: applying the game as a form (means, methodical method) of teaching, the teacher should be sure of the expediency of its use, should determine the goals of the game in accordance with the objectives of the educational process. Educational games should be a system that assumes their specific sequence and gradual complication. It is necessary to take into account the characteristics of the group, its members.
The game, thus, contributes to the implementation of important psychological and methodical tasks: the removal of anxiety and the creation of psychological readiness of children for speech communication; Ensuring the natural need for repeated repetition of language material by pupils; training students in choosing the right speech material, which is a preparation for situational spontaneity of speech in general.
References:
1. Konysheva A.V. Game method in teaching a foreign language. - St. Petersburg: KARO, 2006.
2. Leont'ev A.A. Management of learning a foreign language // Foreign languages at school. 1975. No. 2. pp. 83-87.
3. Elkonin D.B. Psychology of the game. - Moscow: Enlightenment, 1987.
