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understanding and tolerance. In addition, through knowledge of a foreign language, students can
communicate with international partners, scientists and specialists from other countries, which helps
to establish effective cooperation in agriculture. As a result, international cooperation and exchange
of experience provided with knowledge of a foreign language play an important role in the
professional development of agriculture-oriented students and universities [4].
Knowledge of a foreign language provides a wide range of opportunities for university students
specializing in agriculture. Knowledge of a foreign language opens doors for students to work and
practice abroad, which allows them to immerse themselves in the international environment, study
the peculiarities of Agriculture in other countries and gain valuable experience in multinational
communities. Students who speak a foreign language also have the opportunity to successfully get a
job in large international companies, organizations and scientific institutes that require
communication in different languages. Knowledge of a foreign language makes graduates
competitive in the labor market and expands the geography of possible jobs. In addition, thanks to
the ability to communicate in a foreign language, students can more successfully raise their careers,
participate in international projects, gain leadership positions and build a successful career in
international agricultural activities. Thus, knowledge of a foreign language opens up wide prospects
for students in terms of career growth and professional development in agriculture.
Conclusion.
In conclusion, the study of a foreign language in agricultural-oriented universities
plays an important role in expanding the knowledge of students. This gives them the opportunity to
participate in international cooperation, exchange experiences with colleagues from other countries
and open up new perspectives for career growth. Knowledge of a foreign language not only enriches
the professional knowledge and skills of students, but also helps to develop their intercultural
understanding, tolerance and international interaction in the field of Agriculture. As a result, the
ability to communicate in a foreign language is becoming an important tool for a successful career in
the global world of modern agricultural specialists. Therefore, encouraging the study of foreign
languages in agricultural-oriented universities is an important step in ensuring quality education,
International Cooperation and successful professional activities of students in this area.
REFERENCES:
1. Smith, J. (2020). The role of Foreign Language Education in agricultural universities. Journal
of Agricultural Education, 25 (2), 45-58.
2. Brown, K. (2018). Enhancing the language skills of agricultural professionals: a case study
from XYZ University. International Journal of Agricultural Research, 12 (3), 87-102.
3. Garcia, M. (2016). Language proficiency and career success in agriculture: longitudinal
learning. Journal of Rural Education, 18(1), 30-45.
4. Nguyen, L., & Jones, R. (2019). The impact of language training on the effectiveness of
agricultural extension workers. Journal of Agricultural Extension, 15(2), 112-125.
5. Lee, S. And Who, E. (2017). The importance of foreign language competence for
Agricultural Engineers: Survey study. Journal of Agricultural Engineering Education, 21 (4), 55-68.
ENHANCING PREPOSITION TEACHING IN SCHOOLS THROUGH GAME
TECHNOLOGY
Nuratdinova Nargiza Bakhtiyarovna,
PhD student Nukus State Pedagogical Institute, nanupa@mail.ru
Current trends in education suggest the integration of technology that has become increasingly
prevalent, revolutionizing traditional teaching methodologies. Among the various technological
innovations, game technology stands out as a powerful tool for engaging students and enhancing
learning outcomes. In this article, we explore the potential of game technology in the context of
preposition teaching in schools, examining its benefits, challenges, and practical applications.
Prepositions play a crucial role in language acquisition by establishing spatial, temporal, and
logical relationships within sentences. Mastery of prepositions is essential for comprehension,
239
communication, and overall language proficiency. However, traditional teaching methods often
struggle to effectively convey these abstract concepts to students.
There are numerous challenges in preposition teaching. Conventional approaches to preposition
teaching, such as rote memorization and worksheets, often fail to engage students or promote deep
understanding. Additionally, the abstract nature of prepositions and their varied usage across
languages present challenges for both educators and learners. Addressing these challenges requires
innovative strategies that capture students' attention and foster active participation in the learning
process [4;16].
Rinvolucri suggests that grammar is perhaps so serious and central in learning another language
that all ways should be searched for which will focus student energy on the task of mastering and
internalising it. One way of focusing this energy is through the release offered by games. According
to Rinvolucri games are amusing and serious at a time and teenagers love to do activities in the
classroom feeling like out of the classroom and having things under the control. Moreover, the game
gives them the power to reach the real aim of the grammar[2;49].
Wright, Betteridge and Buckby also believe that games are very important in language learning
because they help to keep the students interested and motivated to work. Besides, games also help to
teachers to create an environment that is close to the real life situations where the language is useful
and, moreover, games make learners want to participate and express themselves. The three authors
mentioned above also agree that a game can practise the language as much as a drill exercise, however
not all of the games are focused this way [5;98].
The consensus is that language instruction in the classroom must be meaningful, implying that
learners should respond to the content in a clear manner. This is most evident when learners are
stimulated, engaged, or faced with challenges, as these experiences make the learning process more
vivid and memorable. The essence of a game lies in its ability to present challenges. If we
acknowledge that games offer these benefits, then there is no doubt about their value in the classroom.
In fact, their use is indispensable [1;120].
Game technology offers a compelling solution to the challenges of preposition teaching by
transforming learning into an interactive and immersive experience. By leveraging the motivational
power of games, educators can create engaging learning environments that promote exploration,
experimentation, and collaboration. Whether through simulations and interactive exercises game
technology provides a versatile platform for enhancing preposition instruction.
Central to the successful implementation of game-based preposition teaching is the design of
engaging and effective learning experiences. Games should be carefully crafted to balance
entertainment with educational content, ensuring that learning objectives are met. Incorporating
elements such as storytelling, exploration, and problem-solving can enhance student engagement and
facilitate deeper learning experiences.
In addition to instructional games, gamified assessments offer valuable opportunities for
evaluating students' preposition proficiency. Interactive quizzes, puzzles, and challenges can provide
real-time feedback, allowing educators to identify areas of strength and areas needing improvement.
By gamifying assessments, educators can promote active participation, reduce test anxiety, and
encourage ongoing learning.
To maximize the impact of game technology in preposition teaching, educators should strive
for integration across the curriculum. Games should not be viewed as standalone activities but rather
as integral components of lesson plans and learning objectives. By aligning game-based activities
with classroom instruction, educators can create cohesive learning experiences that reinforce concepts
and promote transferable skills.
Despite its potential benefits, the implementation of game-based preposition teaching may face
challenges related to equity and access.
Effective implementation of game-based preposition teaching requires adequate training and
professional development for educators. Many teachers may lack experience or expertise in
leveraging game technology for instructional purposes. Investing in training programs, workshops,
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and ongoing support can empower educators to harness the full potential of game technology and
integrate it effectively into their teaching practice.
In conclusion, game technology offers exciting possibilities for enhancing preposition teaching
in schools. By leveraging the motivational power of games, educators can create dynamic learning
experiences that engage students, deepen understanding, and foster language proficiency. While
challenges such as equity and access remain, the potential benefits of game-based preposition
teaching make it a compelling avenue for innovation and advancement in education.
REFERENCES
1.
Harmer, Jeremy. How to Teach English. Harlow: Longman, 1998
2.
Rinvolucri, Mario. Grammar Games: Cognitive, Affective and Drama Activities for EFL
Students. Cambridge: University Press, 1992
3.
Ur, Penny. Grammar Practice Activities: A practical guide for teachers. University of
Cambridge: Cambridge university press, 1988.
4.
Van Eck, R. (2006). Digital Game-Based Learning: It's Not Just the Digital Natives Who
Are Restless. EDUCAUSE Review, 41(2), 16–30.
5.
Wright, Andrew. David Betteridge and Michael Buckby. Games for Language Learning.
University of Cambridge: Cambridge university press, 1984.
AKADEMIYALIQ LICEYLERDIŃ QARAQALPAQ TOPARLARINA NEMIS TILI
PÁNI BOYINSHA
„HABEN/ SEIN“ – „
IYE BOLIW
“ JÁRDEMSHI FEYILIN OQITIW
Sadikova Azada – NMPI 1-kurs doktoranti
„Haben“
feyili qaraqalpaq tilinde “bir nársege iye bolıw, bar bolıw” degen mánini bildiredi.
Gápte tolıq feyillerdey mánini bildirmeydi. Nemis tilinde bet, san, máhál, dáreje, meyil
kategoriyaların bildiredi. Gápte feyil- bayanlawısh bolıp,
Akkusativ
sepligin basqaradı, yaǵnıy
ózinen keyin keletuǵın gápte hámme waqıt anıq emes artikl menen baylanısıp turadı.
1. Das Baby hat Bauchschmerzen. Balanıń qarnı awırıp tur.
2. Sie hat ein Auto. Onıń avtomashinası bar
3. - Er hat keine Zeit und kein Geld. Onıń waqtı hám de pulı joq.
Joqarıdaǵı úsh mısaldaǵı sepleniwdegi gáp tolıǵı menen Nominativ(ataw) hám
Akkusativ(tabıs) sepliginde birdey qollanıladı. Al bul gáptegi mısalımızdan túsinip alıwımızǵa
boladı: Das Baby hat Bauchschmerzen. Haben sózinen keyin kelgen kóplikte turǵan atlıq
sózimizge anıq emes artikl qollanılmaydı.
Haben feyili Nominativ (ataw) hám Akkusativ(tabıs) sepliginde kóbirek qollanıladı.
„Haben, sein“ feyili
túrlengende/ betlegenimizde óz forması ózgerip jazıladı.
„Haben,
sein“ feyili
Präsens- házirgi máhál tómendegishe betlenedi.
Birlik (Singular)
Kóplik (Plural)
Birlik (Singular)
Kóplik (Plural)
ich
habe
du
hast
er
sie }
hat
es
wir
haben
ihr
habt
sie
haben
Sie
haben
(Húrmet mánisinde)
ich
bin
du
bist
er
sie }
ist
es
wir
sind
ihr
seid
sie
sind
Sie
sind
(Húrmet mánisinde)
“Haben hám sein” járdemshi feyili betlik kategoriyaların ózine qabıl etken waqtında, yaǵnıy
betlengende óziniń túbirin pútkilley ózgertip jiberedi. Bunday jaǵdayda “haben hám sein” járdemshi
feyilin betlewde ayırım oqıwshılarǵa qıyınshılıq tuwdırıwı múmkin. Sebebi betlewdi jaqsı túsinbese
mánisin túsine almaydı. Betlik almasıǵındaǵı birlik hám kóplikte kelgen
sein
feyili arqalı jasalǵan
qaǵıydamızdagı bin, bist, ist, sind, seid sózleri qaraqalpaq tilimizde
–man, -men, -pan,-pen
degen
qosımtanı ańlatadı. Mıs:
