ISSN:
2181-3906
2023
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 2 / ISSUE 10 / UIF:8.2 / MODERNSCIENCE.UZ
706
USING DIDACTICAL GAMES IN SPEAKING LESSONS
Nosirova Dilnoza Rizoqulovna
Lecturer at Asia International University
https://doi.org/10.5281/zenodo.10034828
Abstract.
This article investigates the use and impact of didactical games, a type of
educational instrument, on language acquisition speaking classes. The incorporation of these
games into the learning environment encourages student involvement, motivation, and
engagement, resulting in a more dynamic and effective learning process. Increased confidence,
higher recall, practical use of language, enhanced peer interaction, and adaptation to varied
learning levels are all advantages of didactical games. However, to connect with learning
objectives and accommodate to students' different needs and interests, these games must be
carefully selected and designed.
Key words:
Didactical Games, Speaking Lessons, Language Learning, Educational Tools,
Student Engagement, Learning Retention, Confidence Building, Peer Interaction, Adaptability,
and Learning Objectives are some of the terms used in this article.
ИСПОЛЬЗОВАНИЕ ДИДАКТИЧЕСКИХ ИГР НА УРОКАХ
РАЗГОВОРНОЙ РЕЧИ
Аннотация.
В этой статье исследуется использование и влияние дидактических
игр, формы образовательного инструмента, на уроки разговорной речи при изучении
языка. Внедрение этих игр в учебную среду способствует взаимодействию, мотивации и
вовлеченности учащихся, способствуя более динамичному и эффективному процессу
обучения. Преимущества дидактических игр включают повышение уверенности,
улучшение запоминания, практическое применение языка, улучшение взаимодействия со
сверстниками и адаптируемость к различным уровням обучения. Однако необходим
тщательный отбор и разработка этих игр, чтобы они соответствовали целям обучения
и отвечали разнообразным потребностям и интересам учащихся.
Ключевые слова:
Дидактические игры, уроки разговорной речи, изучение языка,
образовательные инструменты, вовлечение учащихся, удержание знаний, укрепление
доверия, взаимодействие со сверстниками, адаптивность, цели обучения.
Introduction
In the realm of language learning, didactical games have emerged as a widely recognized
teaching tool. They create an interactive and engaging environment that encourages learners to
practice their speaking skills in a less formal and more enjoyable way. This article explores the
impact of these games on speaking lessons and the learning process overall.
Didactical games, also known as educational or instructional games, are purposefully
designed to impart specific skills or knowledge to the player. They are often used in educational
settings to facilitate learning in a more interactive and fun way. In language learning, these games
can take many forms, from role-playing games that practice conversation skills to vocabulary
bingo that enhances word recognition and usage.
The Influence of Didactical Games on Speaking Lessons
ISSN:
2181-3906
2023
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 2 / ISSUE 10 / UIF:8.2 / MODERNSCIENCE.UZ
707
1. Increased Motivation and Engagement: Traditional language learning techniques can be
tedious and daunting at times, resulting in low student motivation and engagement. Didactical
games, on the other hand, provide a sense of play and competitiveness into the classroom, piqueing
students' attention and motivating them to actively participate in speaking exercises.
2. Boosted Confidence: Didactical games foster a friendly and easygoing environment in
which students feel safe making errors. This helps learners to talk more freely and frequently,
boosting their confidence in the language.
3. Increased Retention: Play-based learning has been demonstrated to improve memory
retention. Students may recall words, vocabulary, and linguistic structures more efficiently when
they play games because they correlate them with joyful experiences.
4. Language in Context: Games frequently encourage players to utilise language in context,
which improves their knowledge and application of linguistic principles. This actual use of
language aids pupils in internalising structures and terminology, resulting in increased fluency.
5. Increased Peer engagement: Didactical games frequently include collaboration or rivalry
among peers, which promotes engagement and communication. This not only improves speaking
abilities but also social skills such as teamwork, negotiating, and empathy.
6. Adaptability: Didactical games may be tailored to different skill levels, making them
appropriate for beginning, intermediate, and advanced students.
1. "Two Truths and a Lie":
Procedure:
- Each student thinks of three statements about themselves, two of which are true and one
of which is false.
- One by one, each student shares their three statements with the class, and the rest of the
class tries to guess which statement is the lie.
- After the guesses, the student reveals the lie and provides additional information about
the true statements.
Incorporating the "Two Truths and a Lie" game into your language lessons can be a creative
and engaging way to improve language skills, critical thinking, and speaking abilities. This game
encourages students to listen actively, analyze information, and express themselves effectively
while using the target language.
2. "Picture Dictation":
Procedure:
- Divide the students into pairs—Student A and Student B.
- Give a picture to Student A and a blank piece of paper to Student B.
- Student A describes the picture to Student B, who listens and tries to draw what is being
described.
- Afterward, students compare the original picture with the drawn picture and discuss any
differences.
Using the didactical game "Picture Dictation" in your language lessons can be a highly
interactive and engaging way to develop listening, comprehension, and communication skills in
your students. This game encourages students to listen attentively, follow instructions carefully,
and describe visual information accurately using the target language.
ISSN:
2181-3906
2023
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 2 / ISSUE 10 / UIF:8.2 / MODERNSCIENCE.UZ
708
3. "Role Play":
Procedure:
- Provide students with a scenario or role-play prompt (e.g., ordering food at a restaurant,
making a hotel reservation).
- Assign roles to each student, such as the customer and the waiter, and encourage them
to use appropriate language and expressions for their assigned roles.
- Allow students time to prepare their dialogues or interactions.
- Students perform their role plays in front of the class, and the class can provide feedback
on fluency, accuracy, and content.
Using role play in language lessons can be a highly effective method to enhance language
skills, cultural understanding, and overall communication abilities. Role play provides students
with an opportunity to immerse themselves in real-life scenarios, practice authentic conversations,
and develop confidence in using the target language.
4. "Find Someone Who":
Procedure:
- Provide each student with a grid containing several statements or questions (e.g., Find
someone who has traveled to three countries).
- Students walk around the classroom and ask their classmates the questions on their
grids.
- When they find someone who matches a statement, they write that person's name in the
corresponding square.
- The first student to complete their grid or have the most names filled in within a
specified time is the winner.
Incorporating the "Find Someone Who" game into your language lessons can be an
interactive and engaging way to promote communication, encourage collaboration, and reinforce
language skills. This game encourages students to interact with their peers, actively listen, and use
the target language to gather information.
5. "Story Starters":
Procedure:
- Write or prepare a set of sentence prompts that can be used to start a story (e.g., "Once
upon a time, there was a magical forest...").
- Each student selects a prompt and starts telling a story based on that sentence.
- After a certain period of time, the teacher interrupts and selects another student to
continue the story using a different prompt.
- The process continues until each student has had a chance to contribute to the story.
Using story starters as a didactical game in your language lessons can be a fantastic way to
foster creativity, develop storytelling skills, and enhance language proficiency. Story starters
provide students with a starting point and inspire them to imagine and construct narratives using
the target language.
Conclusion
Incorporating didactical games into speaking courses may greatly improve language
acquisition. They engage and encourage students, raise confidence, improve retention, provide
ISSN:
2181-3906
2023
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 2 / ISSUE 10 / UIF:8.2 / MODERNSCIENCE.UZ
709
practical language application, stimulate peer interaction, and are very adaptable. These games
make language learning more interesting and successful by transforming the classroom into a
dynamic, interactive environment.
Educators, on the other hand, must carefully pick and construct didactical games that
correspond with their learning objectives and cater to the needs and interests of their students. To
give a holistic language-learning experience, they should also balance the usage of games with
other teaching approaches. In this approach, didactical games may be an effective instrument for
developing competent, confident language speakers.
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