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21Central Asian Research Journal For Interdisciplinary Studies (CARJIS)
ISSN (online): 2181-2454 Volume 2 | Issue 11 |November, 2022 | SJIF: 5,965 | UIF: 7,6 | ISRA: JIF 1.947 | Google Scholar |
www.carjis.org DOI: 10.24412/2181-2454-2022-11-339-342
THE IMPORTANCE OF DIDACTIC GAMES IN THE DEVELOPMENT OF
COMMUNICATIVE COMPETENCES.
Hilola Sherzod qizi Safarbayeva
Chirchik State Pedagogical University hilolasafarbayeva004@gmail.com
Muxlisa Ikromjon qizi Tursunova
Chirchik State Pedagogical University tursunovamuhlisa2@gmail.com
ABSTRACT
This article's major focus is on the value of educational games in the development of communication skills. The activity's structure and the wise choice of didactic principles are essential to the pedagogical process. The structure of the language handle serves as the foundation for the development of communicative capacity, which involves the selection of efficient educational concepts. Based on the conditions of playing didactic games, we will learn how communicative competences improve
Keywords: Communicative competence, didactic game, communication, games, structure, communicative ability.
COMMUNICATIVE COMPETENCE AND ITS TYPES: Games like the didactic game, the moveable game, and the plot-role-playing game are excellent for fostering communication skills. Through the story-role-playing game, it is possible to successfully shape communicative activity. By improvising a specific scenario, the participants in this form overcome the communication difficulty. In games, communication happens spontaneously and naturally, you can command and control others without using force, and you can form relationships that are different from those you would in real life. Didactic games and the learning process are tightly intertwined. From a cognitive perspective, these games offer a lot of value. Children mostly encounter narrow, specific mental order tasks in didactic games, which call for various intellectual operations to be used in order to solve them.
Having the ability to communicate is referred to as having communicative competence. Oral, written, or even nonverbal competence are all possible. It is a
Central Asian Research Journal For Interdisciplinary Studies (CARJIS)
ISSN (online): 2181-2454 Volume 2 | Issue 11 |November, 2022 | SJIF: 5,965 | UIF: 7,6 | ISRA: JIF 1.947 | Google Scholar |
www.carjis.org DOI: 10.24412/2181-2454-2022-11-339-342
broad phrase that describes having both the knowledge of the language and the ability to utilize it effectively to communicate in everyday situations. According to numerous academics, language is a tool for communication that consists of the four skills of listening, speaking, reading, and writing. One must practice these skills until he is comfortable with all of the grammar rules in order to develop these language abilities. We can say that someone has reached the necessary degree of communicative competence when they master language skills and are able to apply them appropriately and effectively in light of the situation they are in.
In the following lines, we will delve into the components of communicative competence in the framework introduced by Canale and Swain (1980: 31) and Canale (1983):
- Grammatical competence : This competence includes knowledge of lexical items, rules of morphology, syntax, grammar and phonology. This knowledge is similar to Hymes' linguistic competence and considered as a part of the communicative competence as it represents the underlying system of the language and how to determine and express accurately the literal meaning of the utterance.
- Sociolinguistic competence : This component of the communicative competence is made up of sociocultural rules of language use. This knowledge is very important in interpreting and producing utterances in social context. The knowledge of social rules is essential for producing and understanding utterances that are appropriate to the context in which language is used. It is similar to sociolinguistic competence in Hymes' model of communicative competence.
- Strategic competence : This component is made up of verbal and non-verbal communication strategies that may be called into action to compensate for breakdowns in communication. These communication breakdowns may be due to insufficient linguistic or sociolinguistic competence.
- Discourse competence : A component added by Canale (1983) that represents the ability to combine language structures and language functions into a coherent and cohesive text.
DIDACTIC GAMES: The term "didactics" first appeared in the writings of the German linguist and teacher Wolfgang Rathke in 1613. However, the first fundamental work on the theory of didactics was presented in 1657 by the Czech teacher and writer Jan Amos Komensky in his work "The Great Didactics"
The potential of didactic games is quite high. The leading role of play in the formation and development of the personality of children is undeniable. At preschool
Central Asian Research Journal For Interdisciplinary Studies (CARJIS)
ISSN (online): 2181-2454 Volume 2 | Issue 11 |November, 2022 | SJIF: 5,965 | UIF: 7,6 | ISRA: JIF 1.947 | Google Scholar |
www.carjis.org DOI: 10.24412/2181-2454-2022-11-339-342
age, the game is not just entertainment, but the leading type of activity, as a result of which there are irreversible positive changes in the psychological and personal level -neoplasms. The didactic game is inherently characterized by exploratory content, which allows the child to learn, model objects, processes, and phenomena of the world that are accessible to the age.
In this regard, the known types of didactic games are classified by us on the basis of their impact on individual mental processes as:
X - intellectual - generating a state of reflection, reflection, reasoning;
X - emotional - exciting sensory processes and emotional states (experience of success, the joy of learning, pride in one's achievements and the achievements of comrades, satisfaction with educational activities);
X - regulatory - forming volitional aspirations, setting for purposefulness, decision-making, perseverance, determination, attention;
X - creative - activating imagination, fantasy, anticipation, insight, creation of new samples, models, etc.;
X - social - contributing to the development of the individual, awareness of the place and significance in society, attitudes towards the world around.
Playing educational games is a good way to shape general competencies. Participation in the game strengthens the student's emotional and motivational domain. The following are the most significant competences that may be acquired through games:
X teamwork, formation of and leadership in a team;
X communication and cooperation, especially active listening, argumentation, asking questions, expressing and accepting criticism, negotiating and coping in conflict situations;
X time organization and management, that is the determination of priorities, classification of tasks, work planning and acting when there is time pressure;
X a range of other analytical skills, which include goal determination and critical thinking (Wawrzenczyk-Kulik, 2013).
Language games should be played in the study language and should be based on previously covered material.Playing games that promote communication can help with communication learning issues. The idea of work complexity increasing gradually is a crucial prerequisite. Crossword puzzles, tea handles, the game "Find the Word," "Find a Proverb," games with letters, games with words, syntactic games, grammatical games, poetic games, corrective games, riddles, puzzles, and other types
Central Asian Research Journal For Interdisciplinary Studies (CARJIS)
ISSN (online): 2181-2454 Volume 2 | Issue 11 |November, 2022 | SJIF: 5,965 | UIF: 7,6 | ISRA: JIF 1.947 | Google Scholar |
www.carjis.org DOI: 10.24412/2181-2454-2022-11-339-342
of games are only a few examples of the games that a teacher can utilize in the classroom.
There are many views on the differentiation of communicative games. In our research work, we decided to show the importance of using sound, lexical, role-playing games in educational communication through games in high school. Phonetic games. Choosing the right games. There are many factors to consider when discussing games, one of which is purpose. Teachers should be very careful in choosing games if they are useful for the learning process. If the games are to produce the desired result, they should be appropriate to the level or age of the student or to the material being introduced or practiced. With this in mind, not all games are suitable for all students, regardless of age, taking this into account an appropriate game should be selected.
We suggest the following principles of a didactic approach as being appropriate for building communicative ability in light of the peculiarities of teaching foreign languages in the context of formal education in Uzbekistan:
1.consciousness;
2.communicative approach;
3.differentiated and integrated teaching;
4.visuality;
5.accessibility and durability; 6.individualization; 7.sequence
These guidelines align the educational process's methodologies, organizational structures, and content with the objectives of teaching foreign languages. These guiding principles allow for the development of qualified communicative competence through a didactic approach.
REFERENCE
1. Canale, Michael. "From communicative competence to communicative language pedagogy."Language and communication 1.1 (1983): 1-47.
2. (Wawrzenczyk-Kulik, 2013). www.womgorz.edu.pl;www.lscdn.pl; www.graszkolneniowa.pl):
3. www.researchgate.net
