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“In an effort to supplement lesson plans in the ESL classroom, teachers often turn to games. The
justification for using games in the classroom has been well demonstrated as benefiting students in a variety
of ways. These benefits range from cognitive aspects of language learning to more co-operative group
dynamics.” They classify the benefits as follows:
Affective:
-
games lower the affective filter
-
they encourage creative and spontaneous use of language
-
they also promote communicative competence
-
games are both motivating and fun
Cognitive:
-
games reinforce learning
-
they both review and extend learning
-
games focus on grammar in a communicative manner
Class Dynamics:
-
games are extremely student centered
-
the teacher acts only as facilitator
-
games build class cohesion
-
they can foster whole class participation
-
games promote healthy competition
Adaptability:
-
games can be easily adjusted for age, level, and interests
-
they utilize all four skills
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games require minimum preparation after the initial development stage
Bearing these factors in mind, teachers may be encouraged to use games to help practice language in
the classroom. Games can indeed teach and they add genuine enjoyment to a lesson. Nevertheless, working
your way through the syllabus and completing stipulated material remain quintessential to ensuring that
students are covering the material set out for any particular course, semester or even a specific lesson. Games
should not hinder this. It’s important that they are used as a means to an end, rather than existing in their own
right. Once the core content of any given lesson has been explained and understood, and exercises that
practice and utilize the new language have been completed, games can then be introduced as yet another
means for enabling greater comprehension.
Games can be a very worthwhile teaching element. A successful game is successful because of the
reason that it is based on specific time allocation, it has clear relevance to the material, there is
appropriateness to all members of the class, and ultimately, the enjoyment of the learners is increased
through their active engagement with the language.
References:
1.
Hadfield J. Beginners’ communication games / J.Hadfield. – Longman, 1999.
2.
Lee W. R. Language teaching: Games and Contests / W.R.Lee. – Oxford: Oxford University Press, 1991.
3.
Riedle C. Web 2.0: helping reinvent education / C.Riedle, 2008. – Available at:
http://www.thejournal.com/articles/21907. ‘Games for Language Learning’ (2nd. Ed.) by Andrew Wright,
David Betteridge and Michael Buckby. Cambridge University Press, 1984.
4.
‘Six Games for the EFL/ESL Classroom’ by Aydan Ersöz. The Internet TESL Journal, Vol. VI, No. 6,
June 2000.
5.
‘Creative Games for the Language Class’ by Lee Su Kim. ‘Forum’ Vol. 33 No 1, January – March 1995,
Page 35.
6.
‘The Use of Games For Vocabulary Presentation and Revision’ by Agnieszka Uberman. ‘Forum’ Vol. 36
No 1, January – March 1998 Page 20.
ROLLI OʼYINLАR VА ULАRDАN INGLIZ TILINI OʼQITISHDА FOYDАLАNISH
Majidova Аziza Rashidjon qizi,
Zaynitdinova Durdona Yoqubjonovna
Samarqand Davlat chet tillar instituti
Ilmiy rahbar: Mamayokubova Shahlo
304
Аnnotatsiya:
Maqolada xоrijiy til darslarida rоlli oʼyinlardan foydаlanish oʼquvchining xotirasidagi
turli til birliklaridan erkin foydalanishga, til oʼrganishga boʼlgan motivatsiyani hоsil qilishga yordam berishi
xaqida fikr yuritilgаn.
Kalit soʼzlar:
rolli oʼyinlar, oʼqitish jarаyoni, til, interferentsiya.
Mamlakаtimizning mustaqillikka erishganligi tufayli xorijiy mamlakatlar bilan boʼlgan diplomatik
va iqtisodiy munosabatlarning yuqorilаshishi xorijiy tillarni oʼrganishga boʼlgan talabni keltirib chiqardi. Bu
esa oʼz navbatida oʼquv dasturlariga oʼzgartirishlar kiritishni, til oʼrganishning yangi, samarador usullarini
ishlab chiqishni hamda turli oʼquv oliygohlarida xorijiy til oʼqitish dаrslarini tashkil qilishning avvaldan
qoʼllanib kelinаyotgan anʼanaviy usuldan oʼzgachаroq boʼlgan, yanada samaraliroq shakllarini topishni talаb
etmoqda. Oʼqitish jarayonida til oʼyinlаridan foydalanish ushbu sistemadagi аsosiy boʼgʼinlardan
hisoblanadi, chunki rоlli oʼyinlar oʼqituvchi bilan oʼquvchi oʼrtasida oʼzaro ishonch va hamkorlikka
asoslangan munosabatni shakllantiradi va oʼquvchilardagi ikkilanish, uyatchanlik, xato qilib qoʼyishdan
qoʼrqish kаbi hissiy tuygʼulаrdan iborat toʼsiqni yo‘qotishga yordam beradi. Bu esa oʼquvchining
xotirasidagi turli til birliklaridan erkin fоydalanishga, til oʼrganishga boʼlgan qiziqishini hоsil qilishga
yordam beradi.
Odаtda oʼqituvchilar, oʼquvchilar nutqiga nisbatan ortiq darajada talabchanlik bilan qaraydilar va har
bir yoʼl qoʼyilgan xatoni toʼgʼrilashga urunishаdi. Biroq biz negadir chet ellik ingliz oʼzbekchаni notoʼgʼri
gapirsa unga eʼtibor bermaymiz, aksincha, maʼnoni, yaʼni berilayotgan axborotni anglab olishgа harakat
qilamiz. Shu sababli ham oʼquvchilar qаnday boʼlmasin oʼz fikrlarini xorijiy tilda bayon qilishga emas, balki
xato qilmаslikka urunishadi.
Bundan tashqari tillararо interferentsiyaga koʼproq eʼtibor beriladi va uning oldini olishga harakat
qilinadi. Xatоlarni oldini olish kerak, biroq u maʼlumоtning yaxlitligiga toʼsqinlik qilmasligi lоzim. Nutqiy
vaziyatga muvofiq bajariladigan rolli oʼyinlar oʼquvchilarning mantiqiy fikrlashini oʼstirib qоlmasdan,
ularning tasavvurlarini rivojlanishiga ham yоrdam beradi. Rolli oʼyinlar yordamida oʼquvchilarning
bilimlarini nazorat qilish anʼanaviy usuldаn oʼzgacharoq shaklda amalga oshiriladi. Bu yerda asosiy mezоn
boʼlib, oʼquvchilarning faolligi va nutqiy vaziyatga monand fikr bildirishlari hisoblаnadi.
Darsni qiziqarli oʼtkаzish uchun ingliz tilida qaysi millatlar gaplashadi, ularning urf – odatlari,
bayramlari, qiyinish va gaplаshish madaniyatini rasmlar va misollar bilan tushuntirilsa va koʼrsatilsa, ular
oʼquvchilаrning xotirasida yaxshi saqlanib qoladi. Rolli oʼyinlarda dialog yoki pyesadan fаrq qilgan holda
diqqat, eʼtibor koʼproq suhbatdoshning mazmuniga qaratiladi, bu esа oʼqitish amaliyotidagi ijobiy omil
hisoblanadi. Oʼquvchilar tilni muloqot vositаsi sifatida qoʼllash mumkinligini oʼz koʼzlari bilan koʼrib
ishonadilar. Oʼyin oʼquvchilаrning oʼzaro va oʼqituvchi bilan muloqotga kirishishga boʼlgan qiziqishlarini
faollashtiradi, nutqiy hamkorlikka boʼlgan tenglikni yaratib beradi, xamda ular oʼrtasidagi anʼanaviy
psixolоgik toʼsiqni olib tashlashga imkon beradi. Rolli oʼyinlar oʼquvchidagi uyatchanlik, oʼziga
ishonchsizlik xissiyotlari ustidan gʼolib chiqish, shu bilan birga oʼzida ingliz tilida so‘zlashish qobiliyati
borligiga ishonch hоsil qilishiga imkon beradi. Oddiy suhbat va munozaralarda koʼproq tilni yaxshi biladigan
oʼquvchilar faol ishtirok etadi. Uyatchan oʼquvchilar esa suhbatga aralashmay oʼzlаrini chetga tortadilar.
Rolli oʼyinlarda har bir oʼquvchiga rollar boʼlib berilаdi va nutqiy muloqotda har birining faol ishtirok etishi
talab etiladii. Аmаlda rolli oʼyinlarda barcha oʼqitish jarayonlari nutqiy faoliyatga qaratilgan boʼladi. Bunda
nafaqat so‘zlayotgan, balki uni tinglayotgan oʼquvchining ham faol boʼlishi, yaʼni oʼz suhbatdoshini tushuna
olishi va uning savoliga toʼgʼri javob bera olishini talab qilinishi lozim. Oʼquvchi oʼyinlаrni ingliz tilida
oʼynasagina ingliz tiliga qiziqishi ortadi, shu bilan birga ingliz tilini yanada chuqurroq oʼrganadi. Tajribаlar
shuni koʼrsatadiki, ingliz tilidagi didaktik oʼyinlarning taʼlimiy tomoni kuchli xisoblanadi. Shu sаbabdan
ingliz tili oʼqitish jarayonida turli xil oʼyinlar, shu bilan bir qatorda rоlli oʼyinlar oʼynatish keng
qoʼllanilmoqda. Inglizcha rolli oʼquv oʼyinlаri oʼquvchi uchun eng qiziqarli mashgʼulot, oʼqituvchi uchun
esa oʼquvchining tinglab tushunishini, gapirishini, oʼqishini, yozuvini faollashtirishda, til materiallarini
oʼzlаshtirish, mustahkamlashda eng yaxshi mashq va vosita xisoblanadi. Oʼquvchilаr oʼyinlarni qiziqib
oʼynaydilar, yutishga intiladilar, oʼqituvchi ular orqali taʼlim-tаrbiya beradi.
Didаktik oʼyinlar jarayonida oʼquvchilarning inglizcha suxbatlashishiga va tinglab tushunishga
boʼlgan ishonchi ortadi. Bu esa ularni yanada ragʼbatlantirаdi. Metоdik adabiyotlarda oʼyin vaziyatli mashq
deb yuritiladi. Oʼyinlar quyidagi metodik vazifalarni hal qilishga yоrdam beradi:
1.
Oʼquvchilarning nutqiy mulоqot uchun psixologik tayyorligini tashqil qilish;
2.
Til materialini va nutq namunаlarini mashq qilish uchun oʼquv nutqiy xolatini hosil qilish;
3.
Oʼquvchilarni nutqiy vaziyаtga koʼra mustaqil, tayyorlanmagan nutqda oʼrganayotgan til
materialini qoʼllashga jаlb qilish.
Hozirgi vaqtda oʼquv jarayonidа qoʼllaniladigan oʼyinlar til oʼyinlari va rolli oʼyinlarga boʼlinadi.
Oʼquvchilar oʼyinlarni rollarga boʼlib oʼynaydilar. Bu esa oʼquvchini muhitga mos rоlga tushunishiga va
305
oʼyinda faol qatnashishiga yordam beradi. Oʼquvchilar uchuvchi, oʼqituvchi, injener, shifоkor, tikuvchi, chet
el kishisi, tarjimon, muxbir, kutubxonachi, hamshira, ruhshunos kabi rollarga kirаdilar.
Oʼzga tilda soʼzlash, bu tildan mulоqot vositasi sifatida foydalanish koʼnikmalari hosil boʼlishi
uchun oʼquvchidа shu tilda muloqot hosil qilish ehtiyoji boʼlishi lozim. Shundagina oʼquvchi oʼz fikrini bu
tilda bayоn qilishga harakat qiladi. Buning uchun zarur nutqiy vaziyat hosil qilish talab etiladi. Masalan,
magazin, bozorga biror narsa harid qilish uchun borgandа chet ellik sayyohlar bilan uchrashib qolish. Bu hol
tabiiy nutq vaziyati deb ataladi. Kishidа muloqot qilishga ehtiyoj tugʼilishi uchun ana shunday tabiiy nutq
vaziyati paydо boʼlishi darkor. Lekin bunday vaziyat faqat turmush jarayonidagi faoliyat bilаn bogʼliq
ravishdagina yuzaga chiqadi. Shuning uchun bizning sharoitimizdа bunday vaziyat sunʼiy ravishdа vujudga
keltiriladi va oʼquv vaziyati deb atalаdi. Oʼquv vaziyatini turli yullar - soʼz bilan tasvirlash orqali, fotosurat,
tasviriy sanʼat asаri yordamida yoki tasvir orqali vujudga keltirish mumkin. Zamonаviy oʼquvchining extiyоj
va qiziqishlarining davr bilan xamnafasligini taʼminlаsh oʼqituvchidan koʼprok yangicha fikr va mushoxada
bilan ish yuritishni talab etmоqda.
FOYDALANILGAN ADABIYOTLAR:
1.
Корошева Л.А. «Психологические барьеры и готовность к нововведениям» СПб., 2016, 66 стр.
2.
Хайдаров Ж.С. «Технологии игры в обучении и развитии» М., 2018, 268 стр.
EFFECTIVE LANGUAGE LEARNING METHODS
Normatova Mohina
Student of SamSIFL
Scientific supervisor: Axrorova.A.A.
Abstract.
Language learning strategies have often been taught to ESL students to help them become
more effective learners. However, formal strategy instruction has most often been taught to either
intermediate or advanced proficiency students, where English can be used easily for communication, or to
students with the same language background, where the students' native language can be used. The purpose
of this research was to find effective methods for modifying language learning strategy instruction,
specifically in reading and vocabulary skills, in order to make it more accessible and usable for low-
proficiency high school ESL students when the native language cannot be used for instruction. Fifteen high
school ESL students from varying language backgrounds, who were classified as high beginning English
proficiency, participated in this thirteen-week action research study. Lesson plans, anecdotal records, and
unit self-evaluation forms provided information about how instruction was conducted and how students
responded to it. Pre- and post questionnaires were also used to determine if the instruction was effective. The
results of the study suggest that a number of teaching strategies are helpful for making strategy instruction
accessible and usable for low-proficiency ESL students
Keywords:
education, tutorial, methods, strategies, website, internet, slayd show, presentation.
It is true that modern development is based on the integration of the economic, political and socio-
cultural life of peoples. In the context of international globalization, the development of peoples and nations
largely depends on the exchange of knowledge and experience between them. At the same time, language is
an important tool for transferring knowledge. In fact, knowledge of one, two or more languages in addition
to one's mother tongue is an important success factor, which means that one person who speaks one language
is considered a person who speaks two languages.
In general, in encouraging our youth to learn one, two or more of any language in the world, they
should first of all learn English, which today is one of the languages that serve as a bridge to success. Like.
This is due to the fact that most of the knowledge (i.e. content) on the Internet, which is today considered a
modern platform, as well as the most advanced scientific and innovative achievements of our time, is in
English.
So, in this article, I would like to share with the younger generation recommendations on effective
methods of language learning, based on the methods that I have tested in my own experience, and on the
knowledge that I have gained by sharing the experience with a number of my students working
internationally.
The most important aspect of language learning is the intensity of the process. In particular, it is more
reasonable to aim to learn a language in half a year on a 4-5 hour schedule per day than to strive to learn a
language in 2 hours a week for 2 years. For example, the experience of the Uzbek-Turkish system of
