Volume 02 Issue 11-2022
101
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
11
Pages:
101-104
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The article presents reflections on the role of games in teaching new vocabulary. Along with this, the author's points
of view on teaching new vocabulary related to the learning process are attached.
KEYWORDS
Traditional and modern teaching methods, games, pronunciation, new words, grammar, composition, student
interests.
INTRODUCTION
Nowadays, there are innovative and interesting ways
to teach new words. Improving the teaching of foreign
languages is impossible without learning its new
words, because it is the foundation of any language.
Teaching new words can be successful if the teacher
can describe how the students are learning and try to
find an approach that matches the natural processes of
learning. One of the important factors in learning new
words is the act of memorizing those new words.
In addition, errors and difficulties that appear in the
field of vocabulary can serve as a ship in the sea of
teaching vocabulary. There are many teaching
methods between traditional and modern teaching. If
we combine these two types of teaching methods, we
Research Article
THE IMPORTANCE OF GAMES IN TEACHING NEW WORDS
Submission Date:
November 05, 2022,
Accepted Date:
November 15, 2022,
Published Date:
November 30, 2022
Crossref doi:
https://doi.org/10.37547/ijp/Volume02Issue11-18
Ravshanova Nasiba Karamatovna
A Senior Teacher Of Foreign Language Department Karshi Engineering-Economics Institute, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 02 Issue 11-2022
102
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
11
Pages:
101-104
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
can make teaching very effective. Today's students
feel a little uncomfortable with the traditional ways of
learning and understanding. The mind of the student
never stops, it is always changing. No matter what
educational methodology is chosen, the student must
be at the center of the teaching. We believe that
teachers should conduct lessons taking into account
the interests and opinions of students. Teaching
vocabulary using communication strategies and
innovative technologies can help improve student
learning.
In general, learning a second language means learning
different aspects of this language, says Folse. These
areas include "new words, grammar, reading,
pronunciation, composition, culture and even div
language" [1, p. 22]. There is no doubt that all these are
real and necessary for foreign language learners. But
some destinations may be more expensive than
others. When learning a foreign language, new words
of that foreign language are taught first. For many
English learners, the greeting "hello" can be
considered the first word they learn, and at the same
time, this word can help them to have a conversation
in a foreign language (even a short and simple one).
Thus, you cannot have a basic vocabulary, and Harmer
[2, p. 153] shows that there are words that "provide
important organs and the div" in learning a foreign
language.
New words are the first and most important step in
learning a language. Learning foreign languages in the
classroom can be fun and interesting with the inclusion
of effective, interactive and interesting speaking
exercises. Students learn vocabulary directly and
indirectly. A student's conversational resource grows
beyond the speaking age through systematic learning
in the classroom. Having an active vocabulary list can
increase a student's reading ability and their ability to
read and understand their world through activities,
communication, and listening. The ability to read and
understand
lexical
materials,
textbooks,
and
interpretation becomes available. Learning words in
foreign languages can be very difficult. The process of
learning it will not be easy due to the fact that many
words have several meanings. There are also many
homonyms that are pronounced the same but have
different meanings.
The learner needs to know how words are pronounced
(its pronunciation) and what they sound like (its
spelling). These are very specific descriptions, and the
first time a learner comes across a new word, he or she
understands the pronunciation or spelling. In teaching,
we need to make sure that both these aspects are
properly explained and learned.
After introducing the new words to the students, some
exercises or games should be conducted to practice
them and follow them to become more familiar with
them. Scrivener said, [4; p. 83] at the stage of
familiarization with new words, students should
practice "recognition, use and use" of the word. In
addition, McCallum writes that games can be used as a
good opportunity for students to revise and repeat
words [3; p. 9].
In general, students retain more when using senses.
Therefore, some creatively designed exercises and
funny games are very useful and necessary for
memorizing new words and should be done at every
age and language level. At the same time, there are
several aspects of the use of games in English lessons,
which require careful consideration by the teacher.
When preparing games or game-like activities, the
teacher should consider the age of the student, the
number of students in the class, and the amount of
time to spend on the game. In addition, he emphasizes
that any game or activity should have its own goal(s).
Volume 02 Issue 11-2022
103
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
11
Pages:
101-104
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
In addition, it should be considered that playing games
can even lead to problems. The most annoying element
that can be done by students (especially small children)
is noise. So, if necessary, the teacher should be able to
calm down the students. At the same time, there are
many benefits of using games and fun activities while
learning a foreign language. First, motivation plays a
big role in attracting students to learning. Every
teacher knows that it is very important to motivate
students to learn. If the teacher does not motivate the
students, the student can easily get bored and lose
interest in learning. McCallum says [3, p. 9]: “Games
stimulate student interest” and furth
er states that
games "help and motivate students to maintain their
interest and work." Second, McCallum [3, p. 9] claims
that through games, lessons can be not only
interesting and there can be great development and
growth in the lesson, but also games act as a medicine
to create a "peaceful atmosphere" in the classroom.
Thus, students should not be under pressure when
using games. Thirdly, students' use of "natural
language" in speaking improves their communication
skills [3, p. 9]. In addition, their reaction is spontaneous
and they use the foreign language in a creative way, he
writes. During games, students can express their
feelings. McCallum [3, p. 9] believes that thanks to
games, students are less shy, in experiments and they
feel free to use a foreign language. It should be noted
that games increase solidarity among students.
Another advantage of using games in the classroom is
that all students can participate in playing, the students
with low knowledge will follow the active students and
strive to be active. In addition, for some students it can
be a "healthy competition". Wright [5, p. 1] conclude
that if students are "happy and resilient, they can
remember words better." Because memorizing new
words and keeping them in memory requires great
patience. Finally, with the use of games, all skills and
abilities of students develop and progress.
But games have a positive effect not only on the
student, but also on the teacher. According to
McCallum [3, p. 9], games can provide good
information about students, can be used with all
learning abilities, and materials are often easy to
prepare. There are many vocabulary memorization
games
and exercises, some of which are
recommended by Scrivener [4, p. 8].
•
discussions
•
role playing
•
matching, combining pictures with words / other
parts of words / pictures corresponding to words
(for example, associations, synonyms, opposites,
etc.).
•
word building exercises
•
categorize things into lists
•
crossword puzzle, filling in diagrams
•
fill in the gaps in the sentences
•
memory games.
You are now familiar with some processes that
transpire when children learn their first and second
language grammars. But what about word learning?
How do children learn the first words in their mother
tongue? What happens when they learn words in a
second language? Research in word learning, or the
acquisition of the lexicon, is fairly recent. It has,
however, provided some interesting data.
At around the time when babies turn two, their word
development undergoes a dramatic change. Suddenly,
their vocabulary starts growing. Scholars who have
studied children’s early vocabularies report that
babies’ vocabulary before their second birthday
numbers a few dozen words. However, after their
second birthday, babies’ word power grows
Volume 02 Issue 11-2022
104
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
11
Pages:
101-104
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
immensely. During this vocabulary expansion (referred
to as the vocabulary burst, or naming explosion, or
word spurt) some babies learn up to ten words a week.
The vocabulary burst goes on through the preschool,
the early school, and the elementary school years. It
has been estimated that during some particularly
intense periods of word learning, children memorize
up to ten words a day. (Take a foreign language
dictionary, jot down on a piece of paper ten words with
which you are not familiar, and try to memorize those
words. This little exercise, which most adults find
extremely challenging, might give you some idea about
the magnitude of the task that children perform quite
effortlessly.) The vocabulary burst is particularly
remarkable given that babies don’t get
any help with
their word learning. Adults very infrequently take the
time to explain to a child what this or that word means.
Children simply pick up new words from their
environment.
What kinds of processes are involved in this high-speed
word learning? A study of the acquisition of color terms
by young children provides some insight. Researchers
conducted an experiment where they asked 3- to 4-
year-old children to give them a block. When children
gave researchers a green block, adults said, “No. Not
the
green one, give me the chromium one.” Using
context alone, children inferred that the word
“chromium” referred to the color of the blocks in the
other tray and handed the correct block to the
researchers. Perhaps most impressively, even one
week after hear
ing the word “chromium” children still
remembered the new word.
In later experiments, researchers demonstrated that
children learn new words after just a single exposure
that lasts only 3 seconds. Thus, children who are a
young as two years old have the ability to quickly figure
out what a word means after hearing it just once and
then immediately remember the word. This ability is
known as fast mapping.
Conclusion. In conclusion, teachers should not only
increase students' interest and enthusiasm for learning
a foreign language, but also keep them fresh, active,
and using yin freely. The students are interested in
games, their enthusiasm increases and they learn new
words in English that they did not know. In today's
globalization processes, everyone wants to be able to
communicate in English. Modern children learn English
not only in the classroom, but also through the
Internet, watching English-language videos, films, and
shows and listening to English-language songs. In the
process of learning, they come across new words.
Thus, the vocabulary increases. Under such conditions,
if teachers teach in the traditional way, students will
not be interested in learning in the classroom.
Therefore, when teachers use the game in the
classroom, this game should be interesting, attract the
attention of students, and increase their enthusiasm.
Teachers should be able to search for information on
the Internet and work with the Internet when
collecting materials for games and lessons required.
REFERENCES
1.
Folse, K. S. Vocabulary Myths.
—
Michigan: The
University of Michigan Press, 2004.
–
p. 22.
2.
Harmer, J. The practice of ELT.
—
Harlow:
Longman, 1991.
—
page 153.
3.
McCollum, G. P. Word Games. Oxford: Oxford
University Press, 1980.
–
p. 9.
4.
Scrivener, J. Learning Teaching.
—
Heinemann:
Heinemann, 1994.
—
page 83.
5.
Wright A., Batteridge D. and Buck M. Games for
Language Learning.
—
Cambridge: Cambridge
University Press. 1984.
—
page 1.
