International Journal of Pedagogics
10
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue01 2025
PAGE NO.
10-13
10.37547/ijp/Volume05Issue01-04
The new approach to teaching foreign languages
Jurakobilova Hamida
PhD in Political Science, Associate Professor, Department of Western Languages, Turon University, Karshi, Uzbekistan
Received:
20 October 2024;
Accepted:
22 December 2024;
Published:
12 January 2025
Abstract:
This article explores the importance of games in organizing foreign languages lessons in primary schools,
how they can transform the classroom experience and contribute to a deeper understanding of the language.
Keywords:
Game, communicative game, interactive method, educational technologies, technological attitude,
mental attack, competency, conversicion, esthetic game, poetic game.
Introduction:
In the evolving landscape of foreign
language education, a new approach has emerged that
emphasizes the use of communicative games as a
central pedagogical tool. This approach seeks to shift
away from traditional, teacher-centered methods,
focusing instead on interactive, student-driven learning
experiences. This article explores the importance of
games in organizing foreign languages lessons in
primary schools, how they can transform the classroom
experience and contribute to a deeper understanding
of the language.
The importance of implementing communicative
games in the process of teaching foreign languages in
primary schools is considered as the most important
factor in the effectiveness of teaching. Communicative
games, such as role-playing, simulations, and problem-
solving tasks, foster authentic language use in context,
enabling learners to actively engage with the language
while promoting fluency, vocabulary acquisition, and
grammatical accuracy. By incorporating these games
into the classroom, teachers can create an immersive
environment where learners are encouraged to use the
language in meaningful ways, simulating real-world
interactions. This paper explores the benefits of
integrating communicative games in foreign language
instruction, including increased student motivation,
reduced anxiety, and enhanced social and cognitive
skills. It highlights how games support the development
of cultural awareness and critical thinking, which are
essential for mastering a new language. The findings
suggest that communicative games are a highly
effective and engaging method, offering a more
dynamic and holistic approach to foreign language
education.
Language learning, especially in primary school, is a
crucial phase in a child's educational journey. For young
learners, acquiring a new language can be both exciting
and challenging. While traditional methods like
lectures and textbooks have their place, increasingly,
educators are turning to more dynamic, hands-on
approaches to teach languages effectively. One such
approach is the use of games in the classroom. In
particular, games offer a fun, engaging, and interactive
way to teach foreign language, enabling children to
practice their language skills in real-world contexts. The
incorporation of games into foreign language lessons
not only makes learning enjoyable but also enhances
students'
motivation,
social
skills,
cognitive
development, and language acquisition.
METHODOLOGY
Primary school students first think with shapes, colors,
sounds, and senses, so education should be strongly
organized in a demonstrative way. At the age of the
educational institution, the functions of the mind that
are weak in relation to other processes come into
active use, and it is in the educational institution that
the mind develops as nowhere else. Here, the
experience and knowledge of the teacher are of great
importance. Thinking develops along with their speech.
Educational institution education not only enriches the
child's vocabulary, but also teaches the skills of
expressing one's thoughts in writing and orally.
Memory is also of great importance, and the child's
memory is of a demonstrative-figurative nature.
Interesting, especially vivid information is remembered
without errors.
International Journal of Pedagogics
11
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International Journal of Pedagogics (ISSN: 2771-2281)
But children cannot work with their memory.
Therefore, teachers must teach the skills of self-
control, checking, repetition. The growth of a child at
the age of an educational institution as an individual is
influenced by communication with adults and peers,
new types of activities and new relationships.
Their obedience, trustworthiness, tendency to
imitation, and amenability to education provide good
opportunities for personal development. The
organization of education and games that demonstrate
initiative, interaction, and competition together will
give good results. Their interest in knowing the world,
their activeness, and their demand for movement
should be satisfied and provided with all-round
beneficial activation. In short, only if the lesson is
organized based on interactive methods, creativity, and
innovation are implemented, will the effectiveness of
education reach a new level.
Every child is very curious from a young age, and they
are very happy with their newly acquired knowledge
and skills. Therefore, the lessons given to them should
be understandable and easy, that is, they should not
extinguish their enthusiasm, but rather increase it. The
lesson should be high-quality, emotional, and most
importantly, productive. Only in this way will the
knowledge acquired be retained in the minds of
children for a long time and become a solid foundation
for subsequent knowledge. Experts recognize that the
earlier a child is taught a foreign language from birth,
the easier it will be for them to master it. [6].
Today, the advantages and positive results of applying
various interactive methods in teaching foreign
languages are clearly visible from world pedagogical
experience. Lessons using such methods are aimed at
helping students to search for the knowledge they are
acquiring, to independently study and analyze it, and
even to draw their own conclusions. In this process, the
teacher creates conditions for the development,
formation, learning, and upbringing of the individual
and the team, while also performing the role of
management and guidance. In this educational process,
the student becomes the main figure.
Foreign language lessons differ from other subjects in
two ways, namely the purpose and content of the
lesson. Foreign language lessons mainly teach speech.
Therefore, the main feature of a foreign language
lesson is its practical, i.e. verbal orientation, during the
lesson
students
practically
acquire
language
competencies
such
as
speaking,
listening
comprehension, reading and writing. [1].
While preserving the traditional form of teaching,
enriching it with different methods that implement the
activities of students in the district will lead to an
increase in the level of student learning. This requires
rational organization of the lesson process, the teacher
to increase students' interest and continuously
encourage their activity in the educational process,
dividing the educational material into small parts, using
methods such as brainstorming, working in small
groups, discussion, problem situations, guiding text,
and role-playing games to reveal their content, and
encouraging students to independently perform
communicative exercises. In primary grades, the use of
various games, taking into account the age
characteristics of students, is more effective in
mastering language materials. These methods are also
called interactive or interactive methods. Interactive
methods are understood as methods that activate
students and encourage independent thinking, and
that place the learner at the center of the educational
process. When these methods are used, the teacher
encourages the learner to actively participate. The
learner is involved throughout the process.
The goal of a lesson focused on student interactivity is
to give them as many active opportunities as possible
and to allow them to communicate more freely during
the lesson. That is why in recent times, terms such as
“game”, “communicative games”, and “communicative
exercises” have been frequently used in the
educational process.
What is a game?
The French term “jeu” (“game”) comes from the Latin
word “Jocus”, which means “plaisenterie”, that is,
“joke”, that is, the person playing shoul
d enjoy, have
funю [2]
Play is always an activation of emotional and mental
powers, as well as the ability to make decisions. [4]
Play is a part of our lives. It allows us to imagine, create,
and test our abilities and capabilities in solving new
problems at a given time. It gives people pleasure,
allows them to create something, prevents mental
stress, and unleashes their intellectual potential. It
attracts all members of society, regardless of age or
social background.
Pablo Neruda said this about the importance of play in
human life: “L’enfant qui ne joue pas n’est pas un
enfant, mais l’homme qui ne joue pas a perdu l’enfant
qui vivait en lui”, that is, “A child who does not play is
not a child, but a person who does not play loses his
childhood”.
At th
is point, it is natural to ask, “What are the
advantages of implementing games in the educational
process?”
➢
Engagement and motivation
:
International Journal of Pedagogics
12
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
-
active participation: games make learning fun,
which naturally increases student engagement. When
children play, they are more likely to participate
actively, even in tasks that might otherwise feel
tedious;
-
intrinsic motivation: games foster intrinsic
motivation as students are motivated by the fun and
challenge of the game rather than external rewards;
➢
Language acquisition
:
- contextual learning: games provide a context for
students to use the French language in real-life
scenarios. This helps them practice vocabulary,
pronunciation, and grammar in an interactive way,
making it more meaningful and easier to remember.
-
repetition and reinforcement: through games,
students encounter vocabulary and structures
repeatedly, which aids retention and helps them
internalize the language naturally.
➢
Differentiated learning
:
- catering to different learning styles: games can be
adapted to suit various learning styles (auditory, visual,
kinesthetic). For example, word-based games benefit
students who excel at reading and listening, while
movement-based games help those who learn best
through physical activity.
- inclusive education: games can accommodate
children with different abilities by offering varied levels
of difficulty or allowing modifications to ensure
everyone participates and learns.
Creating a positive learning environment:
- reduced anxiety: learning a new language can
sometimes feel intimidating, especially for young
learners. Games reduce the pressure, making the
classroom feel more relaxed and enjoyable. This leads
to greater comfort and willingness to make mistakes
and learn from them.
- fostering creativity: games often encourage children
to think creatively, which can also improve their ability
to express themselves in French more freely and
inventively.
Development of cognitive skills:
-
problem-solving: many language games
require students to solve puzzles or think critically, thus
helping them develop cognitive skills while applying
French in the process.
-
memory and recall: memory games, for
example, strengthen memory skills as students recall
words, phrases, and structures they have learned in
previous lessons.
Encouraging repetition without boredom:
-
Fun practice: games allow for the repetition of
language concepts in a fun and engaging way.
Repetitive practice is essential for language acquisition,
and games make this process enjoyable rather than
monotonous.
The main purpose of applying games to the teaching
process is to prove to the students the conditionality of
education, to allow some low-assistance students to
actively participate in the tasks in the teaching process,
so that the child gets pleasure and enjoyment from
doing something, the level of mastery and
effectiveness is high, and the students express their
opinions freely. is to create an opportunity. Moreover,
it is true that a good game implemented into the lesson
process is more effective than grammar or other similar
activities.
First, before introducing games into the lesson, the
teacher should clarify questions such as the purpose of
the selected game, what types of games should be used
to master which language material, what knowledge
students can acquire during the game, and at what
stage of the lesson, which type of game is most
effective.
For example, games using the “brainstorming”
technology can be used at the beginning of a lesson to
help students review new words and phrases they have
learned on the topic, while demonstration games, are
best used at the first stage of a lesson to help defuse
the classroom atmosphere. In order to repeat the
language material learned from the “role
-playing
games” and to control the level of mastery, we
recommend using it at the last stage of the training.
In foreign language learning, the language learner is in
a state of excitement in expressing whatever language
material he has learned. That is, he feels the fear of
saying something wrong when expressing the language
material he has acquired in front of the team. Games
prevent such excitement, stress, and fear, help the
student to behave freely, overcome his anxiety. He
enters into a natural dialogue not only with the teacher,
but also with his partner, his team, strives to achieve
his goal, fights for his team, defends himself in certain
situations, and gives him the opportunity to
demonstrate his abilities and at the same time evaluate
the language competencies he has acquired.
In addition, the introduction of various types of games
into the lesson process helps to unite the group, create
an atmosphere of trust between students, as well as
provide each member of the team with the opportunity
to fulfill their duties and responsibilities, and establish
friendly relations between different participants. This
kind of environment makes students happy, they come
International Journal of Pedagogics
13
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
to class with a lot of fun and interest. By engaging in
such activities, children's memories are refreshed. They
learn things not only from their teachers, but also from
each other.
According to scientists, the formation of language skills
and abilities in most cases takes place through several
repetitions of actions. Actions are repeated during the
educational process through communicative exercises
and games. It is known that the effectiveness of
exercises and games largely depends on its
organization. [5] This directly depends on the skills of
the teacher.
In order to learn the communicative games of the
language, the teacher should be able to read, receive,
open, read, and explain at the same time. At the same
time, he used the grammatical, phonetic and lexical
language materials he had collected in his own
language.
Ar prederour gall brudet Jean-Jacques Rousseau en
deus displeget eo ar c'hoari unan eus an doareoù
efedusañ en argerzh deskadurezh evel-
henn: “Donner
à l'enfant le désir d’apprendre et toute méthode sera
bonne”, that is, “Give the child the desire and
enjoyment of learning, and then all methods will be
effective”.
The fact that introducing games into the teaching
process is one of the effective methods of learning
foreign languages is also promoted in the pan-
European document “Common European Framework
of Reference for Languages: Teaching, Learning,
Assessment” (SEFR). It emphasizes the importance of
applying any aesthetic, poetic and other types of games
to the teaching process (4.3.4 and 4.3.5 sections) [5].
At this point, we would like to draw your attention to
the following statistical data. Practitioners have also
experimentally determined that a person remembers
10 percent of what they read, 20 percent of what they
hear, 30 percent of what they see, and 50 percent of
what they hear and see at the same time. If we think
about what attracts our attention, talk about it, and do
it, we can remember 90 percent [2].
CONCLUSIONS
In conclusion, it should be noted that, games allow the
learner to demonstrate his ability to be both a doer and
a receiver at the same time, to respond to what he
hears when spoken to, and to engage in real social
interaction. Incorporating games into French language
lessons in primary schools is an effective and enjoyable
way to teach young learners. It enhances engagement,
language acquisition, social skills, and cognitive
development, while also fostering a positive, inclusive,
and creative learning environment. By using games,
teachers can create a more dynamic and effective
approach to language learning that motivates students
and helps them build a strong foundation in French.
This is the main goal of implementing games in the
teaching process.
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