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USE OF THE GAME TEACHING METHOD IN FORMING LEXICAL SKILLS OF STUDENTS Shukurova N^. Email: Shukurova684@scientifictext.ru
Shukurova Nodira Bakhtiyor kizi - Teacher, PRACTICAL PATTERNS OF LANGUAGE DEPARTMENT, UZBEKISTAN STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: the purpose of this article is to consider the main possible directions, the general idea of organizing training in English vocabulary using various games of children of preschool and primary school age. To achieve the goal, the works of both domestic and foreign authors on this issue were studied. According to most scholars, children are ready to learn a foreign language by the age of three to five. The article considers the goals and functions of using games in foreign language lessons that we have identified. Keywords: game method, vocabulary training, parenting method, mental development.
ИСПОЛЬЗОВАНИЕ ИГРОВОГО МЕТОДА ОБУЧЕНИЯ В ФОРМИРОВАНИИ ЛЕКСИЧЕСКИХ УМЕНИЙ И НАВЫКОВ УЧАЩИХСЯ Шукурова Н.Б.
Шукурова Нодира Бахтиёр кизи - преподаватель, кафедра практических аспектов языка, Узбекский государственный университет мировых языков, г. Ташкент, Республика Узбекистан
Аннотация: цель данной статьи - рассмотреть основные возможные направления, общую идею организации обучения лексике английского языка с использованием различных игр детей дошкольного и младшего школьного возраста. Для достижения цели были изучены труды как отечественных, так и зарубежных авторов по данной проблеме. По мнению большинства ученых, готовность детей к изучению иностранного языка наступает к трем - пяти годам. В статье рассмотрены выделенные нами цели и функции использования игр на уроках иностранного языка. Ключевые слова: игровой метод, обучения лексика, метод воспитания, психическое развитие.
UDC 303.094.6
The game, along with work and teaching, is one of the main types of human activity, an amazing phenomenon of our existence. By definition, a game is a type of activity in the conditions of situations aimed at the reconstruction and assimilation of social experience in which self-management by behavior develops and improves. The game does not occur spontaneously, but develops in the process of education. Being a powerful stimulus for the development of the child, it is formed under the influence of adults. In the process of interaction of the child with the objective world, it is necessary with the participation of an adult, not immediately, but at a certain stage in the development of this interaction, a truly human children's game arises.
The game as a method of training and education, the transfer of experience of older generations to younger people used from ancient times.
The first attempt at a systematic study of the game was made by the German scientist K. Gross at the end of the 19th century, who believed that instincts to the future conditions of the struggle for existence ("theory of warning") were warned in the game. C. Gross calls the
game the original school of behavior. For him, no matter what external or internal factors the games are motivated, their meaning is precisely to become a school of life for children. Polish teacher, therapist and writer Januz Korczak, believed that the game is an opportunity to find oneself in society and in humanity. The games contain the genetics of the past, as well as in the people's leisure - songs, dances, folklore [3, p. 25].
The game in any historical era attracted the attention of teachers. L.S. Vygotsky, considering the role of the game in the mental development of the child, noted that in connection with the transition to school, the game not only does not disappear, but, on the contrary, it impregnates the entire activity of the student. "At school age," he noted, "the game does not die, but penetrates with respect to reality. It has its internal continuation in school education and work ..." [1, p. 45].
Psychologists have proven that the game "justifies" the transition to a new language. It is both an interesting type of work for the student and an analogue of language exercises for the teacher, thanks to which the skills of all types of speech activity are developed [2, p. 111].
Experience has shown that without playful actions, fostering foreign vocabulary in a child's memory is less effective and requires excessive mental stress, which is undesirable. The game, introduced into the educational process at the classes in a foreign language, as one of the teaching methods, should be interesting, uncomplicated and lively, contribute to the accumulation of new language material and the consolidation of previously acquired knowledge. Keep in mind that the gameplay greatly facilitates the learning process; Moreover, a skillfully designed game is inseparable from learning.
The game gives you the ability to navigate in real life situations, losing them repeatedly and as if "make-believe" in your fictional world; gives psychological stability; relieves the level of anxiety, which is now so high among parents and transmitted to children; It develops an active attitude to life and determination in fulfilling the set goal.
The use of the game to develop the skills of oral foreign language speech is still an insufficiently studied area of pedagogy. Not every game (even the most lively and interesting one) is suitable for this purpose. Therefore, choosing the right game is one of the primary tasks of a teacher of a foreign language. This choice should be made taking into account the purposefulness of the game, the possibility of its gradual complication and lexical content. The games selected for classes differ from ordinary children's games in that the imagination factor, the child's imagination, fictional situations fade into the background, and observation and attention become the dominant factor.
Given the specifics of the game in the process of teaching children a foreign language, the teacher directs the game and controls it. Keep in mind that the gameplay greatly facilitates the learning process; moreover, a skillfully designed game is inseparable from learning.
Depending on the conditions, goals and objectives set by the teacher of a foreign language, the game (calm didactic, mobile or limited mobile) should alternate with other types of work. At the same time, teachers consider it necessary to teach children to distinguish between the game and the lesson.
I would like to highlight the goals of using games in foreign language lessons. The main goals are six:
1. the formation of certain skills;
2. the development of certain speech skills;
3. learning how to communicate;
4. development of necessary abilities and mental functions;
5. knowledge (in the sphere of the formation of the language itself);
6. memorization of speech material.
Leading game theorist D.B. Elkonin gives the game four important functions for the child: a tool for the development of motivation-need sphere, means of cognition, a means of developing mental actions, a means of developing voluntary behavior [4, p. 68].
The structure of the game as an activity organically includes the definition of a goal, planning, goal realization, as well as analysis of the results in which a person fully realizes
himself as a subject. The motivation of gaming activity is provided by its voluntariness, choice possibilities and elements of competitiveness, meeting the need for self-affirmation, self-realization.
The structure of the game as a process includes:
a) the roles taken by the participants in the game;
b) game actions as a means of realizing these roles;
c) game use of objects, i.e. substitution of real things by "game", conditional;
d) real relations between the participants in the game;
d) the plot (content) - the area of reality, conditionally reproduced in the game. The importance of the game cannot be exhausted and appreciated by recreational and recreational opportunities. That is its phenomenon, which, being entertainment, relaxation, it is able to develop into learning, into creativity, into therapy, into a model such as human relationships and manifestations in work.
The game should stimulate learning motivation, arouse interest and desire among schoolchildren to complete the task well, it should be carried out on the basis of a situation adequate to the real situation of communication.
First, games should be divided by type of activity into: physical (motor), intellectual (mental), labor, social and psychological.
By the nature of the pedagogical process, the following groups of games are distinguished:
a) educational, training, controlling and generalizing;
b) cognitive, educational, developing, socializing;
c) reproductive, productive, creative;
d) communicative, diagnostic, vocational guidance, psychotechnical, etc.
The typology of pedagogical games is extensive by the nature of the gaming methodology. The main element of the game is the playing role, which is not so important; it is important that it helps reproduce the diverse human relationships that exist in life. Only if you isolate and put the basis of the game relations between people, it will become meaningful and useful. As for the developing significance of the game, it is inherent in its very nature, for the game there are emotions, there is activity, and there is attention and imagination, thinking works there.
References / Список литературы
1. Vygotsky L.S. Imagination and creativity in childhood. Union, 1997. P. 72.
2. Kolkova M.K. Teaching foreign languages at school and university. S-P., Karo, 2001. P. 111-119.
3. Konysheva A.V. Modern methods of teaching English. Minsk, Tetra Systems, 2003. P. 25-36.
4. Elkonin D.B. The psychology of the game. M., 1978. P. 68.
