«Устойчивое развитие и наука:
новые исследования для новых решений»
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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
«Устойчивое развитие и наука:
новые исследования для новых решений»
4
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.
«Устойчивое развитие и наука:
новые исследования для новых решений»
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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
«Устойчивое развитие и наука:
новые исследования для новых решений»
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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.
«Устойчивое развитие и наука:
новые исследования для новых решений»
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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.
