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learning to write. WPA: Writing Program Administration, 31(1-2), 124-146.
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Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College composition
and communication, 32(4), 365-387.
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in entertainment (CIE), 1(1), 20-20.
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National Council of Teachers of English. (2017). Culturally Responsive Teaching: 4
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Shipka, J. (2011). Toward a composition made whole. University of Pittsburgh Press.
EFFECTIVE METHODS OF USING BOARD GAMES IN TEACHING ENGLISH
Risnazarova Dinara
Karakalpak State University
As we all know, one of the main goals of language teaching is to equip our students with the
ability to communicate in the target language. Games are fun activities that promote interaction,
thinking, learning, and problem solving strategies. Often, games have an aspect that permits the
players to produce information in a short time period. Some games require the players to engage
in a physical activity and/or complete a mental challenge.
'Games… help the teacher to create contexts in which the language is useful and meaningful.
The learners want to take part and in order to do so must understand what others are saying or have
written, and they must speak or write in order to express their own point of view or give
information.' 'Language learning is a hard task which can sometimes be frustrating. Constant effort
is required to understand, produce and manipulate the target language. Well-chosen games are
invaluable as they give students a break and at the same time allow students to practice language
skills. Games are highly motivating since they are amusing and at the same time challenging.
Furthermore, they employ meaningful and useful language in real contexts. They also encourage
and increase cooperation. Games are highly motivating because they are amusing and interesting.
They can be used to give practice in all language skills and be used to practice many types of
communication. Games have a great educational value and it can be used in the classroom to make
learners use the language instead of just thinking about learning the correct forms. Games
encourage learners to interact, cooperate, to be creative and spontaneous in using the language in
a meaningful way. Learners want to take part in activities; to play games and are generally quite
competitive. In order for them to take part they must be able to understand and communicate in
the target language. Games also encourage learners to keep interested in the work and a teacher
can use them to create contexts in which the language is useful. According to Richard-Amato
(1996), even though games are often associated with fun, we should not lose sight of their
pedagogical values, particularly in second language teaching. For real Games are effective because
they provide motivation, lower students' stress, and give them the opportunity to communication.
'Language learning is hard work... Effort is required at every moment and must be
maintained over a long period of time. Games help and encourage many learners to sustain their
interest and work.' In A Faraway Land, Michael Berman, UK.
255
Board games have been played in most cultures and societies throughout history. A number
of important historical sites, artifacts, and documents shed light on early board games such as:
Jiroft civilization game boards Senet, found in
Predynastic and First Dynasty burials of Egypt, c. 3500 BC and 3100 BC respectively; [1]
the oldest board game known to have existed, Senet was pictured
in a fresco found in Merknera's tomb (3300–2700 BC) [2][3] Mehen, another ancient board
game from Predynastic Egypt Go, an ancient board game originating in China Patolli, a board
game originating in Mesoamerica played by the ancient Aztec Royal Game of Ur, the Royal Tombs
of Ur contain this game, among others Buddha games list, the earliest known list of games Pachisi
and Chaupar, ancient board games of India. A board game is a game that involves counters or
pieces moved or placed on a pre-marked surface or "board", according to a set of rules. Games can
be based on pure strategy, chance (e.g. rolling dice), or a mixture of the two, and usually have a
goal that a player aims to achieve. Early board games represented a battle between two armies,
and most modern board games are still based on defeating opposing players in terms of counters,
winning position, or accrual of points (often expressed as in-game currency).
There are many varieties of board games. Their representation of real-life situations can
range from having no inherent theme (e.g. checkers) to having a specific theme and narrative (e.g.
Cluedo). Rules can range from the very simple (e.g. Tic-tac-toe), to those describing a game
universe in great detail (e.g. Dungeons & Dragons) – although most of the latter are role-playing
games where the board is secondary to the game, serving to help visualize the game scenario.
The time required to learn to play or master a game varies greatly from game to game.
Learning time does not necessarily correlate with the number or complexity of rules; some games
having profound strategies (e.g. chess or Go) possess relatively simple rule sets.
What kind of games can be useful in teaching process? According to Gaudart (1999) there
are four types of games that can be used and they are: card games, board games, simulation games,
and party-type games. When choosing games, a teacher does not have to have a multitude of games
up his/her sleeve, but rather creativity at taking existing, familiar or popular games and adapting
it to the classroom to aim for maximum student involvement. Traditional games like hangman,
Pictionary, charades, Chinese Whisper, Bingo, Snakes and Ladders, Battleships, Who wants to be
a millionaire? etc. can be modified and tailor-made for your learners and teaching content. Many
games require modification in use when the students' needs are taken into consideration. It is also
important to note that a game doesn’t need to involve a lot of movement or excitement or cheering,
but it does need to be intellectually challenging.
Teachers can use a variety of extra incentives to keep the energy in the classroom going
during games with: group or team competition, using small prizes depending on age (stickers,
stamps, reward points etc), using dice to determine amount of points or using fake money or
playing cards as point system (every time a student answers correctly he/she receives a card or
note). Students could be given a sticky ball to throw at vocabulary words, grammar structures etc
that are written on the board and then asked to use them in sentences. Or alternatively they could
answer a question and throw at a target on the board to win points (Avedon and Brian, 1991). A
paper airplane or bean bag could also be used in a similar way. Small whiteboards can be used in
spelling competitions and be sent around in the team. Students love to play rock-paper-scissor and
it can be adapted for various functions within games.
256
Having investigated the problem of using board games in teaching process we can conclude:
Games are fun activities that promote interaction, thinking, learning, and problem solving
strategies. Often, games have an aspect that permits the players to produce information in a short
time period. Some games require the players to engage in a physical activity and/or complete a
mental challenge.
'Games help the teacher to create contexts in which the language is useful and meaningful.
The learners want to take part and in order to do so must understand what others are saying or have
written, and they must speak or write in order to express their own point of view or give
information.' What kind of games can be useful in teaching process?
According to Gaudart (1999) there are four types of games that can be used and they are:
card games, board games, simulation games, and party-type games. When choosing games, a
teacher does not have to have a multitude of games up his/her sleeve, but rather creativity at taking
existing, familiar or popular games and adapting it to the classroom to aim for maximum student
involvement.
Board games are a versatile asset in the classroom because board games can be:
•
used as intended for native speakers
•
adapted to teach specific language forms and functions
•
adapted for various ESL/EFL contexts, age groups, proficiency levels, and
•
content
•
adapted as communicative activities in the classroom
•
adapted as a concept for making your own educational board game.
The benefits to using board games in the classroom are numerous, however, we would like
to focus on the particular aspect of how board games promote communicative language learning
through tasks, defined here as activities in which:
1.meaning is primary;
2.there is a communication problem of some type to solve;
3.the activity has some relationship to real-world activities;
4.task completion is usually required; and
5. task performance can be assessed in terms of the outcome (Skehan, 1998, p.95).
REFERENCES:
1.
Avedon, M.E. and B.S. Brian. Learning through Games. The study of Games. New York: John
Wiley & Sons, Inc: 1991. pp 315-321.
2.
Carrier M and Gaudart. 1990. Take 5: Games and Activities for the Language Learner, UK: np.
Pp 6-11.
3.
Richard-Amato, P., A. 1996. Making it happen. New York: Addison-Wesley Publishing Group.
Pp 192-199.
4.
Skehan, P. A cognitive approach to language learning. Oxford: Oxford University Press. 2008.
5. З. О. Худайбергенова. Бердак номидаги Коракалпок давлат университети «Хабаршысы»
Inglis hám qaraqalpaq tillerinde «aq» hám «qara» kelbetlik sózleriniń grammatikalıq sáwleleniwi
2023
3-сан
326-329б
https://karsu.uz/wp-content/uploads/2023/11/2023-
%D0%B6%D1%8B%D0%BB-3-%D1%81%D0%B0%D0%BD.pdf
6. Khudaybergenova Zukhra, Sarsenbaeva Ariwkhan THE VERBALIZATION OF THE NOTION
“TIME” WITH THE HELP OF IDIOMATIC EXPRESSIONS AND QUOTATIONS IN
ENGLISH LANGUAGE ACADEMICIA: An International Multidisciplinary Research Journal
257
Vol. 10, Issue 11, November 2020 Индия p. 711-714.
http://dx.doi.org/10.5958/2249-
7. Khudaybergenova Zukhra Urazbaevna "Grammatical features of the lexemes “white” and
“black” in English and Karakalpak languages" Innovations in technology and science education
Vol. 2 Issue 15. P.53-60
https://zenodo.org/records/10074869
8. Musaev Abish Abilkazievich., Khudaybergenova Zukhra Urazbaevna Syntactic-semantic
realization of causative structures in English and Karakalpak languages The American Journal of
Social
Science
and
Education
Innovations
Vol.05.
Issue
11.
P.
29-37.
https://doi.org/10.37547/tajssei/Volume05Issue11-03
THE DIGITAL TECHNOLOGIES IN THE DEVELOPMENT OF SPOKEN ENGLISH
AMONG STUDENTS IN GRADES 10-11 CLASSES
Salikhova N.I.,
a teacher of the department of the English language in primary education
Today it can be argued that information and communication technologies (ICT) have taken
a strong place among the mandatory means of organizing and implementing the educational
process. Federal state educational standards target educational participants’ process for the
widespread use of electronic (computer) technologies, allowing for classroom and extracurricular
activities to obtain, assimilate knowledge, to form skills and develop abilities in the learning
process various academic disciplines, including foreign languages.
Currently, the main source of information and The Internet is the way of communication for
many people.
According to the French sociologist A. Mol, “the modern system of cognition is formed
mainly under the influence of a continuous and chaotic flow of information disseminated by the
media. At the same time, the influence of the system education on the formation of an individual’s
cognitive style is decreasing".
In this regard, the development of cognitive functions of a modern teenager differs from the
development of cognitive functions a teenager who lived decades ago. Currently time, the non-
verbal method of transmitting information is dominant, since the video sequence is practically
devoid of text, but replete with visual and audio images. This leads to the fact that information is
perceived from an emotional point of view, the ability to critically evaluate information practically
does not develop. Modern teenagers are most active in solving problems that are selected taking
into account their interests.
Respects, and, consequently, the selection of tasks designed for relatively small amount of
attention and including both as little textual information as possible, but as much audiovisual
information as possible will bring the most effective results.
Based on this situation, it is necessary to build a strategy interaction in teaching middle
school teenagers.
Modernization of the content of education in Russia at the present stage is associated with
innovative processes in the organization of teaching foreign languages. The federal project
“Digital Educational Environment” as part of the national project “Education” provides for the
creation and implementation of understandable and necessary digital services in educational
organizations. [5] The introduction of innovative technologies into the educational process is
