Xorijiy lingvistika va lingvodidaktika
–
Зарубежная
лингвистика
и
лингводидактика
–
Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
Implementing activities and instructions that emerge
mood of competition in teaching grammar
Umida INAGAMOVA
Uzbekistan State World Languages University
ARTICLE INFO
ABSTRACT
Article history:
Received April 2024
Received in revised form
10 May 2024
Accepted 25 May 2024
Available online
25 June 2024
The article focuses on organizing competitions as an effective
method for teaching grammar, specifically in a non-language
university setting. It aims to present an author's technology for
preparing and conducting competitions among undergraduate
students, particularly in the study of English grammar. The
research methodology involves comparison, testing, and
statistical analysis.
Through the study, it was found that implementing the
original technology for competition preparation, execution, and
assessment improves students' test performance. Participation
in English grammar competitions encourages creative
approaches to learning grammatical material, fosters
cooperation among students, and enhances productivity in
group work. Students develop not only grammar knowledge and
skills but also various speech activities, alongside personal and
collective responsibility for task completion.
The competition format deepens students' understanding of
grammatical topics, particularly in forming degrees of
comparison of adjectives, and improves their ability to identify
and apply these concepts in speech. The development and testing
of the competition organization technology have resulted in
increased
academic
achievements
among
students.
Furthermore, competitions increase student engagement,
motivate language learning, foster creative thinking, and
contribute to more successful language acquisition.
The proposed technology for organizing competitions is
recommended for use in teaching the topic of "Degrees of
Comparison of Adjectives" in non-language higher education
institutions.
2181-3701
/©
2024 in Science LLC.
DOI:
https://doi.org/10.47689/2181-3701-vol2-iss1
Keywords:
competition as a method,
activity approach,
teaching English grammar,
language game,
technology for organizing
competition in a foreign
language.
1
Teacher, Uzbekistan State World Languages University. E-mail: umida.inagamova16uy@gmail.com
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2024) / ISSN 2181-3701
866
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Grammatikani o‘qitishda raqobat kayfiyatni rivojlantirish
bo‘yicha ko’rsatmalar va mashg’ulotlarni qo’llash
ANNOTATSIYA
Kalit so‘zlar
:
raqobat metod sifatida,
faoliyat yondashuvi,
ingliz tili grammatikasini
o'rgatish,
til o'yini,
chet tilida musobaqani
tashkil qilish texnologiyasi.
Maqolada grammatikani o'rgatishning samarali usuli sifatida,
xususan, til bo'lmagan universitet sharoitida musobaqalar tashkil
etishga e'tibor qaratilgan. Uning maqsadi bakalavriat talabalari
o'rtasida, xususan, ingliz tili grammatikasini o'rganish bo'yicha
tanlovlarni
tayyorlash
va o'tkazish uchun mualliflik
texnologiyasini taqdim etishdan iborat. Tadqiqot metodologiyasi
taqqoslash, test va statistik tahlilni o'z ichiga oladi.
Tadqiqot natijasida ma’lum bo‘ldiki, musobaqaga tayyorgarlik
ko‘rish, bajarish va baholashning original texnologiyasini joriy
etish o‘quvchilarning test natijalarini yaxshilaydi. Ingliz tili
grammatikasi musobaqalarida ishtirok etish grammatik
materialni o
‘rganishga ijodiy yondashishni rag‘batlantiradi,
o‘quvchilar o‘rtasida hamkorlikni rivojlantiradi va guruh ishlarida
samaradorlikni oshiradi. Talabalar nafaqat grammatik bilim va
ko'nikmalarni, balki topshiriqni bajarish uchun shaxsiy va
jamoaviy mas'uliyat bilan bir qatorda turli nutq faoliyatini ham
rivojlantiradilar.
Musobaqa formati talabalarning grammatik mavzularni
tushunishlarini, xususan, sifatlarni taqqoslash darajalarini
shakllantirishda chuqurlashtiradi va bu tushunchalarni nutqda
aniqlash va qo'llash qobiliyatini oshiradi. Musobaqani tashkil etish
texnologiyasini ishlab chiqish va sinovdan o'tkazish talabalarning
o'quv yutuqlarini oshirishga olib keldi. Bundan tashqari,
musobaqalar talabalarning faolligini oshiradi, til o'rganishni
rag'batlantiradi, ijodiy fikrlashni rivojlantiradi va tilni yanada
muvaffaqiyatli o'zlashtirishga hissa qo'shadi.
Taklif etilayotgan musobaqalarni tashkil etish texnologiyasi til
bo‘lmagan oliy ta’lim muassasalarida “Sifatlarning qiyoslash
darajalari” mavzusini o‘qitishda fo
ydalanish uchun tavsiya etiladi.
Внедрение инструкции и заданий, улучшающие
соревновательный настрой в обучении грамматики
АННОТАЦИЯ
Ключевые слова:
соревнование как метод,
деятельностный подход,
обучение грамматике
английского языка,
языковая игра,
Статья
посвящена
организации
олимпиад
как
эффективному методу обучения грамматике, особенно в
неязыковой вузовской среде. Ее цель –
представить
авторскую технологию подготовки и проведения олимпиад
среди студентов бакалавриата, в частности по изучению
грамматики английского языка. Методика исследования
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2024) / ISSN 2181-3701
867
технология организации
соревнования по
иностранному языку
.
включает сравнение, тестирование и статистический
анализ.
В результате исследования было установлено, что
внедрение
оригинальной
технологии
подготовки,
проведения и оценивания соревнований улучшает
результаты тестов учащихся. Участие в конкурсах по
грамматике английского языка поощряет творческий
подход
к
изучению
грамматического
материала,
способствует сотрудничеству между учениками, повышает
продуктивность
групповой
работы.
У
учащихся
развиваются не только грамматические знания и навыки,
но и разнообразная речевая деятельность, а также личная и
коллективная ответственность за выполнение заданий.
Формат конкурса углубляет понимание учащимися
грамматических тем, в частности, в формировании степеней
сравнения прилагательных, а также улучшает их
способность определять и применять эти понятия в речи.
Разработка и апробация технологии организации
соревнований привели к повышению успеваемости
студентов. Кроме того, конкурсы повышают вовлеченность
учащихся, мотивируют изучение языка, способствуют
творческому мышлению и способствуют более успешному
овладению языком.
Предложенную технологию организации конкурсов
рекомендуется использовать при преподавании темы
«Степени сравнения прилагательных» в неязыковых
высших учебных заведениях.
INTRODUCTION
From the presented materials and argumentation, we can formulate the following
structure of an article on organizing competitions in teaching foreign language grammar
at a non-linguistic university:
Introduction to the problem: the need for effective methods of teaching foreign
language grammar at a non-linguistic university.
Purpose of the study: presentation of the author's technology for organizing
competitions by bachelor students and substantiation of its advantages.
Description of research methods: the use of comparative analysis, testing, and
statistical analysis to evaluate the effectiveness of technology. [1, 28]
The main aspects of organizing competitions
Justification of the importance of grammar in teaching a foreign language.
The role of competitions in the development of oral and written communication.
Goals and objectives of the competition: development of grammatical skills,
ensuring communication without distortion of meaning. [2, 25]
DISCUSSION AND RESULTS
To implement activities and instructions that foster a competitive spirit in teaching
grammar, consider the following approaches and strategies:
1.
Grammar Games and Quizzes:
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2024) / ISSN 2181-3701
868
o
Grammar Jeopardy
: Create a Jeopardy-style quiz game where students
compete in teams to answer grammar questions across different categories.
o
Grammar Races
: Time-based quizzes or activities where students race
against each other to complete grammar exercises correctly.
o
Grammar Olympics
: Organize a series of grammar challenges with different
events (e.g., sentence correction relay, grammar trivia, quick-fire grammar questions). [3,
18]
2.
Team-based Activities
:
o
Group Projects
: Assign grammar-related projects that require teamwork
and collaboration, such as creating grammar tutorials or presentations.
o
Debate Competitions
: Frame debates around grammar rules or usage to
encourage critical thinking and argumentation skills.
3.
Interactive and Role-playing Exercises
:
o
Grammar Role-plays
: Assign roles where students must use correct
grammar in simulated real-life situations (e.g., customer service dialogue, negotiating
contracts).
o
Grammar Puzzles
: Create puzzles or riddles where students need to apply
grammar rules to solve them, fostering a competitive atmosphere.
4.
Online Tools and Apps
:
o
Utilize gamified
language learning platforms and apps that offer competitive
elements, such as leaderboards, badges, and timed challenges.
5.
Rewards and Recognition
:
o
Offer incentives such as point
s,
certificates, or small prizes for individual and
team accomplishments in grammar activities.
6.
Peer Assessment and Feedback
:
o
Encourage students to review and provide constructive feedback on each
other's grammar usage in a structured and competitive format.
7.
Adaptation to Different Learning Styles
:
o
Cater activities to different learning preferences (visual, auditory,
kinesthetic) to ensure engagement and inclusivity in the competitive learning
environment.
8.
Integration with Classroom Technology
:
o
Use interactive whiteboards, polling apps, or online quizzes to conduct real-
time grammar competitions and instant feedback sessions.
By implementing these activities and instructions, you can create a dynamic and
engaging learning environment where students are motivated to improve their grammar
skills through healthy competition and collaboration. [4, 94]
Description of the author's technology for preparing, conducting and monitoring
competitions.
Improving students' educational achievements through participation in
competitions.
Advantages of the competitive format
Cooperation and teamwork of students.
Development of critical thinking and creativity.
Motivating students to learn a foreign language.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2024) / ISSN 2181-3701
869
Recommendations for using technology for organizing competitions in non-
linguistic universities.
Such a structure will allow us to systematize materials and arguments, present a
clear rationale and examples of the use of competition technology in teaching foreign
language grammar, and also highlight the key advantages of this method in the context of
a non-linguistic university. [5, 65]
The grammar of a language forms its fundamental basis, essential for achieving
mastery. It's hard to envision becoming proficient in a language without a solid grasp of its
grammar, despite assertions by some communicative methods. Many learners find
grammar dry and tedious, viewing its study as boring. However, as a teacher, I view
grammar classes as opportunities for enjoyment. I cannot conceive of ESL/EFL grammar
classes being devoid of liveliness. While there are moments of focused concentration
during class, especially at the outset of new units when students are grasping the form and
meaning of structures, teachers can enliven explanations with humorous examples using
students' names, fun demonstrations, or pantomimes. Fun and humor are crucial in
ESL/EFL classrooms, fostering interaction and group engagement, which enhances the
memorability and relevance of information. In my experience, grammar is often
approached too seriously, with lengthy, solemn lectures in an academic style. I believe
grammar education should be more engaging. [6, 21] Teachers can inject fun into grammar
lessons through various games and activities, which, if employed correctly and at
appropriate times, serve multiple purposes. Such methods can invigorate lessons, foster
competitive spirit among students, facilitate teamwork, and channel students' energy
positively (Source: [1, p. 101]).
When language learners apply grammar in a fun manner, they significantly enhance
their ability to retain and master grammatical concepts extensively, moving beyond
superficial rule memorization. Activities and games designed for learning English
grammar not only motivate students but also introduce an element of healthy competition
into the EFL classroom. This competitive dynamic encourages students to strive for
excellence and surpass their own expectations (Source: [2, p. 69]).
Furthermore, these games and activities foster cooperation among students and
between students and teachers. They promote interaction, support among peers, and
encouragement within teams or pairs. By integrating these teaching methods, students
pool their efforts to achieve success, not only learning grammar but also developing
strategies for reaching their full potential (Source: [2, p. 69]).
Determining the purpose of a grammar game in an EFL lesson is crucial. Games
should not merely fill time or entertain learners; they must also have educational value.
Sometimes, selecting challenging games that prompt quick and creative thinking among
students is essential. Games like Word Chain, Hot Potato, Shoot in Hoops, Tic-Tac-Toe,
Blackboard Race, and others are highly effective for grammar learning. [7, 13]
Another important consideration when using games in ESL classes is time
management. Teachers need to plan lessons carefully, considering factors such as class size
and the nature of activities. Some activities, like Line-ups, are adaptable regardless of class
size, while others, such as Role Plays and Pantomimes, require adjustments based on the
number of participants. Planning ensures that activities fit within the allotted time and are
appropriately engaging for students. Repeating certain types of activities with different
grammar points can significantly reduce explanation time or eliminate it. Similarly, games
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2024) / ISSN 2181-3701
870
that can be played in multiple rounds can be extended if students are enjoying them or
shortened if interest wanes (Source: [3, p. 85]).
In summary, integrating enjoyable grammar activities into lessons can make
learning more engaging compared to traditional methods. These activities not only break
up monotony but also motivate students, including those who may otherwise struggle to
stay engaged.
Teaching English as a foreign language presents numerous challenges, especially
when it comes to subjects like grammar and pronunciation, which can be difficult for
learners to grasp (Carduner, 2007; Mei-Yun & Tzu-Fu, 2008). Despite its importance in
both written and spoken English, many students find grammar boring and daunting.
Harmer (1987, p.12) emphasizes that understanding grammar is crucial because it enables
students to use language functionally rather than merely as isolated words. [8, 41]
However, it's a common misconception among students to prefer explanations in
their native language, whereas Brown (2000, p.362) argues that grammar should be taught
within the context of the target language to be truly effective. Without appropriate
teaching techniques, grammar can indeed be daunting (Brown, ibid).
Significance and Limitations of the Study
This study is significant as it highlights the role of games in facilitating grammar
learning and explores EFL teachers' perspectives on using games as educational tools.
Games can enhance learning by providing real-life language contexts, as noted by
Yolageldili & Arikan (2011), and foster interpersonal relationships between students and
teachers (Lee, 1995, p. 1). Creating a supportive and enjoyable learning environment is
crucial for foreign language learners (Wang, 2010).
However, the generalization of study results may be limited due to factors such as
the small sample size (forty EFL teachers) and the specific context of the study.
Educational Impact of Games
Games play a vital role in language classrooms by engaging learners and improving
motivation and participation (Avedon & Sutton-Smith, 1971; Prihhartini, 2018; Hakami &
Abdelrahman, 2019). They encourage creativity and simplify complex grammar concepts
through interactive and collaborative activities like sorting, guessing, role-playing, and
more. Games not only facilitate language acquisition but also enhance communication
skills and cooperative learning among students. [9, 85]
Teachers find that games are particularly beneficial for shy or low-achieving
students, providing them with opportunities to express themselves and participate
actively in classroom activities (Hansen, 1994, p. 118).
CONCLUSION
In conclusion, incorporating games into grammar lessons is seen positively by
teachers as it enhances learning outcomes, fosters interaction, and makes language
acquisition more enjoyable and effective.
The aim of this study was to explore the perspectives of EFL teachers regarding the
use of games in teaching grammar, as well as to analyze if there were any gender-based
differences in these perspectives. The findings indicated a generally positive view among
participants towards the effectiveness of using games for teaching grammar. Importantly,
the analysis revealed no statistically significant differences between male and female
teachers in their perspectives on the importance of using games in grammar instruction,
as evidenced by similar average means across genders.
Xorijiy lingvistika va lingvodidaktika
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Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2024) / ISSN 2181-3701
871
The study's results suggest that incorporating games into grammar teaching is well-
regarded by Jordanian EFL teachers. This finding underscores the potential of games to
enhance grammar learning in the classroom. The implications for practice include
encouraging teachers to integrate games into their teaching methodologies, not only for
grammar but potentially for other language skills as well. By doing so, teachers can create
more engaging and interactive learning environments that cater to diverse learning needs
and abilities.
Moreover, the study suggests that using games can particularly benefit low-
achieving students by fostering greater participation and interaction in classroom
activities. This approach may contribute to the development and enhancement of various
learning skills among students.
In conclusion, the positive reception of games in grammar teaching among
Jordanian EFL teachers highlights their potential as effective educational tools. Future
research could further explore specific types of games, their implementation strategies,
and their comparative effectiveness in different educational contexts to enrich teaching
practices in EFL settings.
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