INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 359
EFFECTIVENESS OF USING GAMES IN TEACHING GRAMMAR
TO YOUNG LEARNERS
Mustofakulova M.A.
Senior teacher of the department of English language theory and practice
Teaching grammar has undoubtedly been one of the most controversial issues in the
history of English language teaching, strongly influenced by different approaches which have
dominated the area of foreign language teaching (FLT) in different periods. With the
emergence of communicative language teaching (CLT) in the 1970s, grammar was first
marginalised as the focus shifted from accuracy to fluency. Language acquisition theory
rejected the explicit teaching of grammar on the grounds that language and grammar can be
acquired subconsciously. However, the effectiveness of this theory was later questioned as
reports of low writing proficiency and poor grammar came through. Two different ways of
understanding the role of grammar developed in the process, the weak and the strong views
According to the strong view, learners will ‘pick up’ grammar subconsciously through
communicative tasks, so there is no need to teach it explicitly. On the other hand, the weak
view sees explicit grammar teaching as beneficial for language development. There is a
general consensus among researchers today that there is a place for grammar in the foreign
language curriculum, but that it should be considered in the context of meaningful
communication and that learners need to be helped to link grammar items and structures with
the communicative functions they perform in different contexts
Most authors in the area of teaching English to young learners agree that grammar is
an essential component of language learning and should be taught at all levels, including YL.
However, since young learners are able to comprehend meaningful messages, but are unable
to analyse the language as a system, it is clear that grammar learning should be mostly
implicit rather than explicit. In addition, given the learners’ cognitive level, grammar should
be presented and used within a meaningful context, reflecting authentic uses of language. As
Millrood notes, “a grammar-sensitive teacher will see the language patterns that occur in
tasks, stories, songs, rhymes and classroom talk, and will have a range of techniques to bring
these patterns to the children’s notice, and to organise meaningful practice”
Actually, method and techniques are the most important element of teaching.
Choosing method also cannot be separated with the concept of teaching- teacher- lesson and
learners-centered lesson-, the concept is the effect of teaching and learning process
. Each
element in teaching cannot be separated, because it has relation and being a complement one
another. From the concept, teacher can determine what method which is suitable. Teaching
1
Кубрякова Е.С. Номинативный аспект речевой деятельности/Отв. редактор Б.А. Серебренников. Изд.4-
е. — М.:Книжный дом «ЛИБРОКОМ», 2012. — 160 с.
2
Лакофф Дж., Джонсон М. Метафоры, которыми мы живем / Пер. с англ.; под ред. и с предисл. А.Н.
Баранова. — М.: Едиториал УРСС, 2004. —256 с.
3
Мильруд Р.П. Методика преподавания английского языка. English Teaching Methodology: Учеб.
пособие для вузов. — 2-е изд., стереотипн. — М.: Дрофа, 2007. — 253.
4
Лапидус Б.А. Проблемы содержания обучения языку в языковом вузе. —М.: Высш. школа, 1986. —
144 с.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 360
language is not easy; because language is so wide and need has many function and meaning.
Language teacher needs good strategies, a suitable method and technique in the class room.
Because of those reason, teacher must have wide knowledge, keeps up to date, and open-
minded.
Teaching grammar for young learners is not easy, because grammar is one of
language system that must be taught for the language learner. Sometimes, in speaking people
do not need grammar more, but it is needed to tell, to describe the right procedures. For the
young learners, teaching grammar must be taught in a different ways. English for young
learners is thematic, so when teacher teach grammar, teacher must prepare the media, and
picture
. Young learners more like to see than read. Sometimes, reading is boring for some
people, especially young learners or other learners that do not like reading. Teaching English
grammar can be hard going - for the teacher and the students. It doesn't have to be difficult or
painful, however teach English grammar using fun learning games are one of attractive
learning.
As we all know, children love games. Games have a special role in any foreign
language teaching programmed because they facilitate foreign language learning especially
for young learners. With the introduction of communicative language teaching, English
language teaching and learning has become much more demanding for teachers and learners
just like any other innovation poses challenges for its users.
Games have become crucially important for English language learners and teachers
not only because they provide enjoyment and relaxation, but also as they encourage students
to use their language in a creative and communicative manner. Similarly, because the
definition of the term “young learners” encapsulates those children between the ages of about
5 years old to 12 years old
.
It can be suggested that games are a natural part of young learners’ lives. Games also
provide wonderful atmosphere in the children’s language class. It is widely documented that
English language games improve learning, and be one of the most effective classroom tool.
The first reason why games are so useful since games make learning fun, children are willing
participants and are not just present in class because they have to be. Students pay more
attention because when they enjoy themselves, they do better, feel better about them, and do
even better – it is a learning cycle working in their favor.
Playing a game has a purpose and an outcome. Hadfield stated that games as “an
activity with rules, a goal and an element of fun
.” In order to play, students have to say
things. Therefore, they have a reason to communicate and this makes them want to know and
learn more. In addition to this, games stimulate and motivate children to a new level. They
know that if they do not pay attention, they will not be able to play the game well and they
will let their team down so they make more effort to join in and learn as much as possible. He
5
А.С. Асиновский. Полевая лингвистическая практика: Учеб.-метод. комплекс сложной структуры / Отв.
ред; науч. ред. Н.В. Богданова. —СПб., 2006. — 98 с.
6
Лаздинь Т.А. Методы оптимизации отбора терминологических единиц и их представление в учебном
французско-русском словаре (на материале предметной области «Права человека»): Дис. … канд. пед.
наук /СПбГУ. — СПб., 2009. — 343 с.
7
Hadfield J. A collection of grammar games and activities for intermediate students of English. -Longman
publishing house., 2013. P. 4
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 361
stated that games encourage learners to direct their energy towards language learning by
providing them with meaningful contexts. Therefore, it is important that teachers should not
see games as time fillers or tools designed for fun only, but integrate them into their foreign
language teaching program. Moreover, games are one of the best ways to direct young
learners’ energy not only to learning grammar, but also to many skills and areas of the
language. However, it should be taken into consideration for teach young learners through
games require special effort from the teacher.
According to Macmillan English Dictionary for Advanced Learners, stated that “the
set of rules that describe the structure of a language and control the way that sentences are
formed“
. Some people could say that grammar is not very important, but they are wrong.
Based on Scrivener said that, it is of course definitely possible to speak without following
any grammar rules only with the use of vocabulary. Moreover, learning grammar is really
important to achieve the higher levels of the language. On the other hand, the word grammar
could be horrifying for students. It could be the hard nut to crack for the teacher to persuade
pupils to learning grammar. However, it depends on the teacher how they solved this problem.
They need not follow traditional methods in teaching grammar like setting the rules, filling
the grammar exercises or testing but she can use another amusing way games.
References:
1.
Cameron, L. Teaching Languages to Young Learners. Cambridge: Cambridge University
Press. 2001. P. 34-36
2. Hadfield J. A collection of grammar games and activities for intermediate students of
English. -Longman publishing house., 2013. P. 4-5
3. Scrivener J. Learning Teaching, Macmillan,.2003, p. 56
4. Susannah Reed, Kay Bentley “Guess what” student’s book, grade 5, Cambridge
University Press 2021, p.27
5.
Mustafakulova Maftuna. (2020). Lingua-Pragmatic and Translational Analysis of the
Synonymic-Line of the Verbs “To Look” and “Қарамоқ ” in the English and Uzbek
Languages. International Journal of Advanced Science and Technology, Vol. 29, No. 7,
(2020), pp. 8749-8751
6. Mustofakulova, M. (2022). THE CHALLENGES AND DIFFICULTIES IN TEACHING
WRITING: THE CHALLENGES AND DIFFICULTIES IN TEACHING WRITING.
Журнал иностранных языков и лингвистики, 4(1).
7.
Maftuna MUSTOFAKULOVA.(2022). THE POSITIVE, NEUTRAL AND NEGATIVE
CONNOTATIVE SENSES OF THE ADJECTIVE “SLY” IN TRANSLATING FROM
ENGLISH INTO UZBEK. O‘ZBEKISTON MILLIY UNIVERSITETI XABARLARI,
244-246.
8.
MUSTOFAQULOVA M.A MAFTUNA ALLABERDIYEVNA. (2022). ТАРЖИМА
ЖАРАЁНИДА
СЎЗЛАРНИНГ
ДЕНОТАТИВ
ВА
КОННОТАТИВ
ХУСУСИЯТЛАРИНИНГ АҲАМИЯТИ. ISBN 978-955-3605-86-4,263-265
8
www.
English Language Resources from Macmillan Dictionary
.com
