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23USING GAMES TO ENHANCE COMMUNICATIVE SKILL OF B2
LEVEL ESP LEARNERS
Alfiya Narimanovna Gapparova
Uzbekistan State University of Physical Education and Sport
ABSTRACT
The aims of the study are to know whether communicative games have an impact on teaching communicative skills and describe how communicative games give an influence on speaking skills of students at high schools.
Communications plays such a big part in our lives today. It is hard to think of a single activity that we engage in that doesn't involve communications in some way. In our busy world, we sometimes forget just how important communications are to our success, relationships, and, ultimately, happiness in life. But, indeed, communications does play a major role in achieving all of our goals.
The purpose of this paper is threefold: to discuss reasons for using games in language teaching, to give suggestions on when and how to use games, and to explain categories for classifying games.
Keywords: speaking, communicative approach, input, output, activities, communicative game, communicative task
INTRODUCTION
Nowadays, it is known that learning languages is becoming more and more popular. We can meet many youngsters as well as adults studying foreign languages.. As the significance of learning English is considered quite enough, immense attention is being given to it over the world. Today we can see English influence almost all branches of life. The huge amount of necessity appears in any profession for learning English as a second language. On this purpose, teaching ESP English is seen one of the fundamental notions of language study we also have taken this problem as subject matter of our research. The evolution from teacher centered teaching to learner centered teaching is a new reality. It is linked with taking care for predefined set of competences. Competences have to be identified and described for the curriculum based on discussions with other teachers and students. The theory of constructivist learning has a strong focus on constructing new knowledge based on experiences with real practice, because a special focus is on the social constructivism theory.
LITERATURE REVIEW AND METHODOLOGY
Speaking is one of the basic language skills that have to be mastered by English foreign learners due to its significant and its use for communication. It is very important to be able to speak English regarding that it is the most commonly accepted language in the world so that it will be very beneficial for those who comprehend it not only to improve their knowledge and skills but also easier for them to get a job. More than that, they will not find it difficult to communicate and interact with people around the world when they travel (Gard & Gautam, 2015).
However, in several countries in which English is taught as a foreign language learners' behavior in classroom situation seems not working that it is hoped as it stated in The East Asian Learner Journal that learners in Asia are often afraid of making mistakes and being ridiculed in front of their classmates. Besides that, they may also respond in short phrases because they may not feel confident or because they are too shy to speak it out. In addition, young learners of English may also giggle when they are embarrassed or when they are unable to understand the lesson (Byung, 2004).
The researcher has found that there are many similarities and difficulties faced by the students in speaking English such as fear of making mistakes, fear of being laughed by their friend, as they have no idea about pronunciation and grammar that they use. Besides, they are also not confident enough to express their idea and feeling hesitant due to the lack of vocabulary that they have. Then, they are also bored in learning English because the teaching-learning activities provided in a conventional way, for instance; the teacher asked the students to perform the text they have memorized. Furthermore, they also cannot speak based on their willingness because what they want to speak is structured by the teacher, in other words they just repeat the word that has been produced. Afterward, those problems make students get lazy or less ability to speak. Those cases are quite problematic considering that even though speaking is not included in final test, in daily teaching and learning activities it is involved in the scoring and become teachers' concern and consideration in determining whether or not the students pass the subject. Therefore, the researcher considers that it is very necessary to find out an alternative way to create suitable and interesting technique related to the students' condition.
Due to the cities have become international tourist destinations in which English is used in their daily activities and even become their 'draw card' to e arn more money and to turn lead a more comfortable life.
RESULTS AND DISCUSSION
We think that there must be a way to solve students' difficulties in speaking English. There are many ways to help the students to overcome their difficulties in speaking English. According to Harmer when the teachers want to encourage students to speak, they have to use communicative approach that avoids the concentration towards grammar and vocabulary but emphasizes on the significance of language function (Harmer, 2001). In other words, these activities will involve students in real communication, where the achievement of their communicative task is more important than the accuracy of language they are using.
However, Harmer continued his statements that in order to do these activities, there must be something that makes students interested in communication (Harmer, 2004). In this case, game can be a solution as it stated by Prank that game is used for giving intense and passionate involvement in communication to the students so that they can feel enjoyment and pleasure in learning (Mahmoud & Tanni, 2014). Therefore, teachers have to try to motivate students to speak by using games combined with communicative approach so that hopefully it can create a good circumstance, encourage students to take part actively and improve the quality of students' communicative competence.
Motivation
Motivation plays a significant role in the process of learning a language. Language teachers cannot effectively teach a language if they do not understand the relationship between motivation and its effect on language acquisition. The core of motivation is what might be called passion, which relates to a person's intrinsic goals and desires. Successful learners know their preferences, their strengths and weaknesses, and effectively utilize strengths and compensate for weaknesses. Successful language learning is linked to the learner's passion. And instructors should find ways to connect to this passion.
Learners need quality instruction, input, interaction, and opportunities for meaningful output, not only to make progress, but also to maintain motivation for language learning. A good teacher, then, must tap into the sources of intrinsic motivation and find ways to connect them with external motivational factors that can be brought to a classroom setting. This is especially significant when English is not seen as important to the students' immediate needs, other than to pass exams. Because learners have different purposes for studying a language, it is important for instructors to identify students' purposes and needs and to develop proper motivational strategies. Students should understand why they need to make an effort,
how long they must sustain an activity, how hard they should pursue it, and how motivated they feel toward their pursuits.
Motivation fluctuates, and it is challenging to keep language learners' motivation at a high level all the time. When designing a language course, teachers must take into consideration that each learner has different interests and expectations. The following strategies are effective ways to increase language learners' external motivation.
Communicative game is a set of well fun-design activities can stimulate students' interaction in the classroom. These games require them to take part actively in classroom by speaking and writing in order to express their own point of view or give information. More than that, students' confidence will be automatically formed due to its concept in building habits of interaction. Game means an activity with rules, a goal and an element of fun. In addition, game is an activity in which the learners play and usually interact with others. They added that in order to express their own point of view or give information, the learners must speak or write as in getting the meaning from others, they have to understand what people are saying or have written.
CONCLUSION
Communicative Games can be an alternative way to overcome students' difficulties in learning how to speak English. In fact, they can improve their speaking skills. However, talking about communicative games cannot be separated from those two terms;" communicative" and "game". The word communicative refers to the communicative approach in which teaching-learning activity avoids the concentration towards grammar and vocabulary but emphasizes on the significance of language function. In other words, these activities will involve students in real communication, where the achievement of their communicative task is more important than the accuracy of language they use.
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