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218Также непростая ситуация складывается с изучением французского языка как второго иностранного. Школьники и студенты предпочитают выбирать немецкий язык как второй иностранный. Возможно, это происходит потому, что родители и дети не видят перспектив с французским языком. Но они определенно существуют, нужно только грамотно о них рассказать, мотивировать. Французский язык очень красив. Это язык романтики, язык нежности и красоты. Французский язык не только завораживающе красив и мелодичен, но и является языком дипломатии и богатейшей культуры, владение которым открывает перед учеником очень широкие возможности познания, культурного обогащения и общения.
Для разработки методики обучения французскому языку как второму иностранному в школьных условиях необходимо разобраться: в целях и условиях обучения французскому как второму иностранному языку; в количестве часов, отводимых на изучение французского как второго иностранного; в выборе методики преподавания французского языка.
Очень важным является знание об уровне владения школьниками первым иностранным языком на момент начала изучения второго иностранного языка. Хорошее владение первым иностранным языком необходимо для начала изучения второго иностранного. Это повышает мотивацию к изучению, активизирует учеников в творческом потенциале, а также развивает речемыслительные способности. Важнейшим условием изучение второго иностранного языка является сравнительный подход. Если изучать французский язык как второй иностранный, нужно проводить сравнение двух стран не только в языковом плане, но и в социокультурном (традиции, обычаи, влияние культур двух стран друг на друга). Также необходимо выявлять особенности грамматики, словообразования, фонетики двух языков, все это сможет способствовать развитию интереса и мотивации учеников.
Считаем, что для популяризации французского как второго иностранного в школе нужно открывать обучающимся горизонты знания о языке, культуре Франции и перспективах изучения языка в профессиональном плане.
Список литературы
1. Щепилова А.В. «Теория и методика обучения французскому языку как второму иностранному: учебное пособие», 2005.
2. Винъе Ж. Язык французской технической литературы / Ж. Винье, А. Мартэн. М.: Высшая школа, 1981. 119 с.
3. Cours de didactique du français langue étrangère et seconde / sous dir. de J.-P. Cuq, I. Gruca. Saint-Martin-d'Hères: PUG, 2006. 506 p.
THE IMPORTANCE OF USING GAMES IN TEACHING ENGLISH AS A SECOND LANGUAGE Ruzieva N.Z.
Ruzieva Nafisa Zarifovna - Teacher of English language, DEPARTMENT FOREIGN LANGUAGES, BUKHARA ENGINEERING-TECHNOLOGICAL INSTITUTE, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: this article is devoted to the importance of using games at teaching English as a second language. Games can play a range of roles in the language curriculum. Traditionally, games have been used in the language class as warm-ups at the beginning of class.
Keywords: games, role-play, matching, guessing, labeling, language content, linguistic games, communicative games.
Students often are very enthusiastic about games, but precisely for that reason, some older students may worry that games are too childish for them. Teachers need to explain the purpose of the game in order to reassure such students that there is such a phenomenon as "serious fun." Also, older students can be involved in modifying and even creating games. Furthermore, adults have long participated in games on radio and television, not to mention the fact that popular board games, such as Monopoly, are played by adults. As with other learning activities, teachers need to pay careful attention to the difficulty level of games. Part of the appeal of games lies in the challenge, but if the challenge is too great, some students may become discouraged. The challenge can be of two kinds: understanding how to play the game and understanding the language content. Here are some types of understanding of games:
a. Demonstrations of how the game is played. The teacher can demonstrate with a group of students or a group can demonstrate for the class.
b. A kind of script of what people said as they played or a list of useful phrases. Similarly, key vocabulary and concepts may need to be explained.
c. Clear directions. Demonstrations can accompany directions, and directions can be given when needed, rather than explaining all the steps and rules in one go.
d. Games already known to students.
e. Games used to revise and recycle previously studied content, rather than involving new content.
In this case the types of the games are also important for teachers and students. Hadfield explains two ways of classifying language games [1, p. 45]. First, she divides language games into two types: linguistic games and communicative games. Linguistic games focus on accuracy, such as supplying the correct antonym.
The second taxonomy that Hadfield uses to classify language games has many more categories. As with the classification of games as linguistic games or communicative games, some games will contain elements of more than one type.
1. Sorting, ordering, or arranging games. For example, students have a set of cards with different products on them, and they sort the cards into products found at a grocery store and products found at a department store.
2. Information gap games. In such games, one or more people have information that other people need to complete a task. For instance, one person might have a drawing and their partner needs to create a similar drawing by listening to the information given by the person with the drawing.
3. Guessing games. These are a variation on information gap games. One of the best known examples of a guessing game is 20 Questions, in which one person thinks of a famous person, place, or thing. The other participants can ask 20 Yes/No questions to find clues in order to guess who or what the person is thinking of.
4. Search games. These games are yet another variant on two-way information gap games, with everyone giving and seeking information. Find Someone Who is a well known example. Students are given a grid. The task is to fill in all the cells in the grid with the name of a class mate who fits that cell, e.g., someone who is a vegetarian.
5. Matching games. As the name implies, participants need to find a match for a word, picture, or card. For example, students place 30 word cards, composed of 15 pairs, face down in random order. Each person turns over two cards at a time, with the goal of turning over a matching pair, by using their memory.
6. Labeling games. These are a form of matching, in that participants match labels and pictures.
7. Role play games. The terms role play, drama, and simulation are sometimes used interchangeably but can be differentiated. [2, p. 67] Role play can involve students playing
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roles that they do not play in real life, such as dentist, while simulations can involve students performing roles that they already play in real life or might be likely to play, such as customer at a restaurant.
In the conclusion we want to say that through the games teacher can make the lesson more interesting, easy to understand, fun and also it will help students feel free with their group mates. Students can learn more words and it will help them to start speaking well in English.
References
1. Jacobs G.M. & Kline Liu K. (1996). Integrating language functions and collaborative skills in the second language classroom. TESL Reporter.
2. Lee W.R. (1979). Language teaching games and contests. Oxford: Oxford University Press.
TEACHING ESP WITH THE REALIA Ruzieva N.Z.
Ruzieva Nafisa Zarifovna - Teacher of English language, DEPARTMENT FOREIGN LANGUAGES, BUKHARA ENGINEERING-TECHNOLOGICAL INSTITUTE, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: the article is devoted to the usage of Realia in ESP classes. We have full basis to state that some scholars have contributed the study of Realia in teaching a foreign language. We are interested in methods of teaching English focusing on the real object in the classroom for developing of language skills.
Keywords: real objects, classroom, illustrations, artwork, flashcards, picture, models.
If you're thinking the word 'realia' sounds vaguely Latin, then you'd be correct. In the ESP classroom, the word realia means using real items found in everyday life as an aid to teaching English. Using realia helps to make English lessons memorable by creating a link between the objects and the word or phrase they represent. Realia are objects from real life used in classroom instruction by educators to improve students' understanding of other cultures and real life situations [1, p. 98].
Realia is a term for any real, concrete object used in the classroom to create connections with vocabulary words, stimulate conversation, and build background knowledge. Realia gives students the opportunity to use all of their sense to learn about a given subject, and it is appropriate for any grade or skill level. When the real object is not available or impractical, teacher can use models or semi-concrete objects, such as photograph, illustrations, and artwork. It makes students more interesting and easy to understand the lesson [2, p. 140].
Realia is actual objects and items which are brought into the classroom as examples or as aids to be talked or written about and used in teaching.
To bring real life into the classroom we may teach a subject with flashcards or picture. However, if we bring realia students will be surprised and thrilled and will never forget this lesson. This is what the use of realia in the classroom is all about: the use of real life objects that students can touch, feel, and even smell to effectively teach ESL components [1, p. 105]. Actually, realia is appropriate for any level of students, for beginner until advanced. This might be attributed to the fact that at this level, most students master a wide range of vocabulary in the target language and all of the structures. They also note that at lower levels, the use of authentic materials may cause students to feel de-motivated and frustrated since they lack many lexical items and structures used in the target language.
