Topical issues of language training
in the globalized world
52
(gap b
o‘
laklari) fe
’
llarga b
o‘
ysunishini ta
’
kidlaydi. L.Tenyer
o‘
zining nazariyasida fe
’
l
turkumini valentlik tashuvchisi, velentlik tashkil qiluvchilarini esa shartli ravishda
“
aktant
”
deb nomlab, unga ega va t
o‘
diruvchini kiritdi. Holning barcha turlari olim
tomonidan
“
sirkonstantlar
”
deb nomlanib, ular valentlik tarkibiga kiritilmadi. Ushbu
nazariyadan farqli ravishda va nemis olimi G.Gelbig va Bushalar nazariyasiga
q
o‘
shilgan holda Yu.D.Apresyan valentlikning obligator va fakultativ (Apresyan,
1974) (shartli b
o‘
lmagan, ihtiyoriy) turlarini ajratdi.
Yuqorida yondashuvlardan kelib chiqib, ta
’
kidlash mumkinki, fe
’
l faqat harakat,
holatnigina emas, balki vaziyatni ham bir butun holda anglatadi, u shu harakat, holat
–
vaziyatning barcha aktantlarini (qatnashuvchilarini) ham
o‘
ziga biriktirish qobiliyatiga
egadir. Valentlik eng muhim lingvistik kategoriyalardan biri sifatida e
’
tirof etilgan
b
o‘
lib, u til taraqqiyoti va uning qatlamlaridagi bo
g‘
liqlik mexanizmining mohiyatini
tushunish uchun xizmat qiladi. Fe
’
l valentligining muhim jihati shundaki, uning
yordamida gapning tuzilishi belgilanadi.
Foydalanilgan adabiyotlar r
o‘
yxati
1.
Апресян Ю.Д. Лексическая семантика. Синонимические средства языка. М; 1974. 79
-
94-
бет.
2.
Кацнельсон С.Д. (1987). К понятию типов валентности // Вопросы языкознания. 3, 21
-
бет.
3.
Мухамедова С. (2007). Ўзбек тилида харакат феьлларининг семантик ва валентлик
хусусиятлари. ADD. Т. 28
-
бет.
4.
G.Helbig, J.Buscha. (2001). Deutsche Grammatik. Ein Handbuch für den
Ausländerunterricht. –
Berlin, München. Langenscheidt, S.522
5.
Rasulov R. (2022). Valentlik nayarizasi. Multidisciplinary Scientific Journal. 443 b.
6.
Теньер Л. (2007). Основы структурного синтаксиса. Перевод с фран. –
Москва. Наука,
-670 c.
PUBG OR DUOLINGO FOR LEARNING LANGUAGE?
Akhatova Sevarakhon
student
Uzbek State World Languages University
Topical issues of language training
in the globalized world
53
Abstract
Learning the language in digital form is the best strategy for who lives in the age of
technology. Whereas gamification is picking up ground in commerce, promoting, corporate
administration, and wellness activities, its application in instruction is still an rising slant. The article
presents study on digital gamification and its benefitical sides to learning process within educational
and non educational digital games, namely Duolingo and Player Unknowns
’
Battleground. The study
compares the advantages of non-educational game PUBG, which offers immersive language
acquisition opportunities and communication with native speakers, with those of educational app
Duolingo, known for its smart design and personalized learning features. The findings shed light on
the diverse benefits of digital gamification in language learning and underscore the potential of both
platforms in making language acquisition more enjoyable and effective in the digital era. It will be
useful for self second language learners who want enthusiasm and motivation during the learning
process. Therefore this paper will discuss about the role of gamification as an educational technology
tool in engaging and motivating students within Duolingo and PUBG.
Key words
: Gamification, PUBG, Duolingo, language learning, digital, educational
technology.
Digital Gamification is utilizing well-designed computerized diversions to
fortify learners
’
dialect, critical-thinking and problem-solving capacities. The impact
of digital gamified language learning on language achievement has been corroborated
in the education. However, its impact on language achievement, especially in the
English as a foreign language (EFL) context needs further investigation. Exploring the
effects of digital gamified language learning using a mobile application (app)
affordances on EFL learners
’
language achievement, foreign language enjoyment
(FLE), and ideal second language (L2) self is objectives of employing digital
gamification. Digital gamification involves employing game-supported activities to
interact with other learners, improving their language learning. Also foreign language
enjoyment and ideal L2 self learning can improve students
’
enthusiasm and
involvement in digital gamified language learning activities. Gamification is used to
change behavior, to educate, or to motivate using game elements such as points, badges
and leaderboards. The technique of reward laced gamification already has a common
ground in the social media and in applications (apps). The arrival of android and apple
devices that has introduced a wider audience to this approach so, indirectly
encourages the rise of new gamers. Recent advancements in education has seen the
arrival of “digital natives” whose lives are always intertwined around technologies.
( L. Johnson, S. Adams, and K. Haywood, 2011)
Topical issues of language training
in the globalized world
54
Most popular entertainment medium is computer games throughout the world.
Nowadays playing digital games is getting more and more popular among adults due
to learning new languages.
“
PUBG
”
,
“
CSgo
”
and
“
Asphalt 8
”
are the most suitable
examples of my words. However I want to discuss this topic within the PUBG, non
educational game. PUBG is a player versus player shooter game in which up to one
hundred players fight in a battle royale, a type of large-scale last man standing
deathmatch where players fight to remain the last alive. Players can choose to enter the
match solo, duo, or with a small team of up to four people. The last person or team
alive wins the match. (Carter, Chris June 9, 2017). The 18-25 age group makes up the
majority of the player base.
There are some advantages associated with non educational video game PUBG.
Firstly, gamers can achieve learning vocabulary from PUBG as an authentic material
without books or teachers. There are a lot of multinational players gathered among the
world. However the most of time they will begin playing without changing the
language from apps
’
language, especially, English, to their first language. Players
come across some orders or editable settings during the game due to enrich high score.
Then they will learn it directly. For example, a lot of gamers learn meaning of the
words
“
start
”
,
“
exit
”
,
“
close
”
,
“
back
”
or
“
play
”
during the game without any dictionary.
Secondly, PUBG players can communicate or chat online with native language gamers.
They understand each other easily from situation and same topics for talking.
Especially, we can listen words
“
help
”
,
“
come, make some noise
”
,
“
rush the enemy
”
and etc. Gamers understand this orders from the situation and try to help to their
teammates.
Professional students are having experience of what they find more enjoyable
in using Android games using internet and how they are learning through various
application gives valuable information for the design of new model intended for them.
The size of educational electronic games are increasing day by day. For example,
Duolingo, Rosetta Stone, Babbel are the most popular applications worldwide. Apps
like Duolingo, Memrise, and Babbel all promise to teach you how to read, write, or
Topical issues of language training
in the globalized world
55
speak a new language, all from your phone. However Duolingo is one of the modern
applications that facilitate acquiring a second language.
There are some advantages based on gamification with Duolingo app. First of
all, Duolingo is a very smart app. For example,if in a translation exercise, learners type
“Im not a teacher” instead of “I’m not a teacher”, the app will know this is a typo and
not a mistake. The learners pass the exercise but are reminded of the typographical
error in their answers. ( Musa Nushi and Mohamad Hosein Eqbali, 2018). Another
interesting characteristic of the app is the Dumbbell button that learners can use from
the home page of their course. Through this feature, Duolingo offers personalized
exercises for each learner, focusing on their weaknesses and improving their skills. By
“gamifying” learning, Duolingo has been able to keep the learners interested and less
self-
conscious of learning. Once a person is “addicted” to the games of this extremely
user-friendly app, they are bound to spend time on it when they are bored on the bus
ride home from work. (HEATHER COFFEY, 2019)
In conclusion, both PUBG and Duolingo offer unique advantages for language
learning through digital gamification. While PUBG provides immersive opportunities
for direct language acquisition and communication with native speakers, Duoling
o‘
s
smart app design and personalized exercises enhance learning retention and
engagement. Ultimately, the choice between the two platforms depends on individual
preferences and learning styles, but both demonstrate the potential of gamification in
making language learning more enjoyable and effective in the digital age.
References
1.
Carter, Chris (June 9, 2017).
“
Understanding Playerunknown
’
s Battlegrounds
”
. Polygon.
Archived from the original on June 9, 2017. Retrieved June 9, 2017.
2.
D. M. Boyd and N. B. Ellison, “Social Network Sites: Definition, History, and Scholarship,”
J. Comput. Commun., vol. 13, no. 1, pp. 210
–
230, Oct. 2007.
3.
Digital game-
based learning” by HEATHER COFFEY http://www.learnnc.org/lp/pages/4970
4.
Musa Nushi and Mohamad Hosein Eqbali DUOLINGO: A Mobile Appplication to Assist
Second language learning, Teaching English with Technology, 17(1), 89-98,
5.
Rakhmonov, A. B. (2020). ИСПОЛЬЗОВАНИЕ ФУНКЦИОНАЛЬНОГО ПОДХОДА В
УПРАВЛЕНИИ САМОСТОЯТЕЛЬНЫХ РАБОТ СТУДЕНТОВ.
Theoretical & Applied
Science
, (12), 112-117.