Роль интерактивных игр в обучении языков для билингвальных учеников

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Миркадирова, З. (2024). Роль интерактивных игр в обучении языков для билингвальных учеников . Устойчивое развитие и наука: новые исследования для новых решений, 1(1), 3–7. извлечено от https://inlibrary.uz/index.php/sustainability-and-science/article/view/32496
Зилола Миркадирова, Узбекский государственный университет мировых языков
Факультет английской филологии, студентка второго курса
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Аннотация

В данной статье рассматривается развитие интерактивных игр и их потенциальные преимущества для обучения языкам у билингвальных учеников. Далее обсуждается, как можно использовать интерактивные игры в классе, чтобы сделать изучение языков для билингвальныхучеников более интересным и эффективным.


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INTERACTIVE GAMES IN LANGUAGE TEACHING FOR

BILLINGUAL STUDENTS

Mirqodirova Zilola Sherzod qizi,

Uzbekistan state world languages university

English philology faculty second course student

Mirqodirovazilola33@gmail.com

Abstract:

This article aims to explore the evolution of interactive games and

the potential benefits of incorporating them in language education for bilingual

students. It explores ways to implement them in the classroom and help bilingual

students make language learning more meaningful and enjoyable.

Key words:

methods, culture, collaboration, drills, error correction.

РОЛЬ ИНТЕРАКТИВНЫХ ИГР В ОБУЧЕНИИ ЯЗЫКОВ ДЛЯ

БИЛИНГВАЛЬНЫХ УЧЕНИКОВ

Миркадирова Зилола Шерзодовна

,

Узбекский государственный университет мировых языков

Факультет английской филологии

,

студентка второго курса

Mirqodirovazilola33@gmail.com

Аннотатция:

В данной статье рассматривается развитие

интерактивных игр и их потенциальные преимущества для обучения

языкам у билингвальных учеников. Далее обсуждается, как можно

использовать интерактивные игры в классе, чтобы сделать изучение

языков для билингвальных учеников более интересным и эффективным.

Ключевые слова:

методы, культура, сотрудничество, упражнения,

исправление ошибок


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IKKI TILLI TALABALAR UCHUN TIL O‘RGATISHDA

INTERAKTIV O‘YINLAR

Mirqodirova Zilola Sherzod qizi

O’zbekiston davlat jahon tillari universiteti

Ingliz filologiyas fakulteti 2-bosqich talabasi

Mirqodirovazilola33@gmail.com

Annotatsiya:

Ushbu maqola interaktiv o

yinlarning rivojlanish tarixi va

ularni ikki tilli talabalar uchun til o

qitishga tutgan o

rni borasida keng ko

lambda

ma

lumot beradi. Maqola davomida qanday qilib ushbu metodni sinfxonada qo

llash

hamda til o

rganish jarayonini yanada mazmunli va qiziqarli qilish haqida so

z

yuritiladi.

Kalit so‘zlar:

metodlar, madaniyat, hamkorlik, mashqlar, xatolarni

to‘g‘irlash.

Language learning, like the rest of education, has experienced a tremendous

transition as technology has advanced. Interactive games, once considered mere

entertainment, have evolved into powerful tools for engaging students and

fostering language acquisition. This evolution has been shaped by advancements

in technology, pedagogical research, and a growing understanding of how games

can cater to diverse learners, including bilingual students. The Introduction of

games into language courses began slowly, with basic computer applications and

activities. The 1970s and 1980s witnessed the rise of text-based adventure games

and early instructional software centered on vocabulary exercises and simple

grammar tasks. While these early attempts were interesting, they lacked the

immersive and engaging aspects of today’s interactive games.

Several key figures and movements deserve recognition for their

pioneering efforts in integrating interactive approaches into language pedagogy.

The Direct Method and its Proponents

:

The last centuries saw the rise of the Direct Method, a language teaching

approach that emphasized communication and interaction in the target language.

Proponents like François Gouin and Charles Berlitz advocated for using real

-

world objects, gestures, and role-playing activities to immerse students in the

language. While not involving technology as we understand it today, these

methods laid the foundation for interactive language learning by prioritizing

active participation and contextualized communication [1].

Audiovisual Pioneeers

The development of audio and visual technologies in the last century

opened new oppurtunities for interactive language learning. Paul Pimsleur’s

audio-lingual method, developed in the 1960s, utilized structured dialogues and

repetition drills to train students in pronunciation and basic conversational skills.


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Similarly, the language laboratory, equipped with tape recorders and

headphones, allowed students to practice listening and speaking exercises at their

own pace, providing an early form of individualized and interactive learning [2].

Early Computer-Assisted Language Learning (CALL):

The 1970s and 80s witnessed the emergence of CALL, with researchers and

educators exploring the potential of computers to enhance language learning.

John Underwood and Patrick Suppes were among the pioneers in this field,

developing software programs for vocabulary drills, grammar exercises, and

language games. These early programs, often text-based and limited in scope,
nonetheless paved the way for the more sophisticated and engaging interactive

language learning software we see today. The history of interactive activities in

language learning is a rich tapestry woven by numerous contributors. From the

early advocates of the Direct Method to the pioneers of audiovisual and computer-

assisted learning, each generation has built upon the work of their predecessors,

ultimately shaping the diverse and dynamic landscape of interactive language

pedagogy we experience today.

Bilingual students navigate a unique linguistic landscape, traversing

between two or more languages and cultures. While this offers cognitive and

social advantages, it also presents distinct challenges in language learning

environments. Interactive games, with their engaging and adaptive nature, can be

particularly beneficial for bilingual students, offering a supportive and effective

platform for language development [3].

Increased Engagement and Motivation:

Traditional language classrooms can sometimes feel intimidating or

monotonous for bilingual students, especially if they perceive a gap between their

proficiency levels in different languages. Interactive games, however, inject an

element of fun and challenge, transforming language learning into an exciting

adventure rather than a tedious chore. Gamified elements such as points, badges,

and leaderboards tap into st

udents’ intrinsic motivation, encouraging them to

persevere and strive for mastery [4].

Contextualized Learning and Cultural Exploration:

Many interactive games immerse players in real-life scenarios and

culturally relevant contexts. This allows bilingual students to not only practice

language skills but also gain a deeper understanding of the cultural nuances

associated with each language. Games can expose them to diverse accents,

idiomatic expressions, and social customs, fostering cross-cultural awareness and

appreciation [5].

Personalized Learning and Differentiated Instruction:

Bilingual students often have varying levels of proficiency in their different

languages. Interactive games can cater to individual needs through adaptive

learning features that

adjust the difficulty level based on the student’s

performance. This personalized approach ensures that students are challenged


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appropriately, preventing frustration or boredom and promoting optimal

learning outcomes. For example, Khan Academy Kids offers a personalized

learning path for young bilingual children. The app adapts to each child’s skill

level, providing appropriate challenges and activities based on their individual

progress [6].

Development of Multiple Language Skills:

Interactive games offer a holistic approach to language learning, targeting

various skills simultaneously. Vocabulary building, grammar practice, listening

comprehension, and pronunciation improvement can all be seamlessly integrated

within a game’s narrative and challenges. This

multifaceted approach helps

bilingual students strengthen their overall language proficiency in a cohesive and

engaging manner.

Safe Space for Experimentation and Error Correction:

The fear of making mistakes can hinder language learning progress.

Interactive games provide a safe and low-pressure environment where students

can experiment with the language, take risks, and learn from their errors without

the fear of judgment or embarrassment. Immediate feedback mechanisms within

games allow for self-correction and reinforce learning in a positive and

encouraging way.

Promoting Collaboration and Community:

Interactive games can foster a sense of community among bilingual

students, providing opportunities for collaboration and peer-to-peer interaction.

Multiplayer games, for instance, encourage teamwork and communication in the

target language, while online forums and communities allow students to connect

with other language learners and share their experiences. As an example,

Minecraft allows bilingual students to collaborate on building projects and

communicate with each other in the target language. This fosters teamwork and

communication skills while providing a fun and engaging context for language

practice [7].

Interactive games offer a powerful toolkit for empowering bilingual

students in their language learning journey. By fostering engagement, providing

contextualized learning experiences, and catering to individual needs, these

games can unlock the full potential of bilingual learners and help them achieve

their language learning goals.

References

:

1.

Hinkel, E. (2011). Handbook of research in second language teaching and

learning (Vols. 1-2). Routledge.

2.

Brown, H. D. (2014). Principles of language learning and teaching (6

th

ed.). Pearson Longman.

3.

Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in

language teaching (3

rd

ed.). Oxford University Press.


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4.

Beatty, K. (2019). Teaching & researching: Computer-assisted language

learning (3

rd

ed.). Routledge

5.

Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-

based learning. Educational Psychologist, 50(4), 258-283.

6.

Clark, K. R., & Mayer, R. E. (2016). E-Learning and the science of

instruction: Proven strategies for consumers and designers of multimedia

learning (4

th

ed.). John Wiley & Sons.

7.

Ortega, L. (2013). Understanding second language acquisition. Routledge.

Библиографические ссылки

Hinkel, E. (2011). Handbook of research in second language teaching and learning (Vols. 1-2). Routledge.

Brown, H. D. (2014). Principles of language learning and teaching (6lh ed.). Pearson Longman.

Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching (3rd ed.). Oxford University Press.

Beatty, К. (2019). Teaching & researching: Computer-assisted language learning (3rd ed.). Routledge

Plass, J. L., Homer, B. D., & Kinzer, С. K. (2015). Foundations of gamebased learning. Educational Psychologist, 50(4), 258-283.

Clark, K. R., & Mayer, R. E. (2016). E-Learning and the science of instruction: Proven strategies for consumers and designers of multimedia learning (4th ed.). John Wiley & Sons.

Ortega, L. (2013). Understanding second language acquisition. Routledge.

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