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MODERN TENDENCIES OF FORMATION OF LEXICAL COMPETENCE
A.T.Rsaliyev
Teacher. New Century University
+ 998 90 953918
armanrsaliev@gmail.com
https://doi.org/10.5281/zenodo.14223337
Abstract:
This article examines modern trends in the formation of lexical competence of
elementary school students through didactic games in English classes.
Key words:
didactic game, lexical competence, students, formation.
The global process of globalization, which is unfolding in various fields, is imposing several
important demands on the teaching of foreign languages. One of these demands is the early
teaching of foreign languages to young learners. This necessity and demand create an important
environment for the development of the lexical competence of primary school students through
the use of didactic games in the process of teaching English. To achieve this, the application,
introduction, and effective use of innovative pedagogical technologies in foreign language
teaching are crucial.
Didactic games are an effective tool for developing the lexical competence of primary
school students. They help enhance students' language skills, as well as their social and
emotional abilities. Modern trends in shaping the lexical competence of primary school students
through didactic games in English language lessons focus on several important directions:
Integration of Technologies:
Modern lessons are supported by computers, tablets,
interactive textbooks, online games, and applications. These technologies help increase student
motivation, promote interactivity in the classroom, and create opportunities for successful
assessments.
Multifaceted Activities:
A range of activities is important for primary school students,
such as physical activities (role-playing games, card games), creative activities (group
presentations, dramatic performances), and interactive learning through discussions with other
students.
Practical Approaches and Simulations:
Games and programs aimed at enhancing lexical
competence, such as creating simulations of a restaurant, store, or city, provide practical
language learning experiences and opportunities for students to exchange information.
Connected Language Learning:
One important method for primary school students is to
focus on learning one language, where they strive to remember English words, terms, and key
expressions.
The tendency in Uzbek lexicon is to indicate development, interest, inclination, and
striving. Difficulties in mastering language units lead to their categorization. Thus, the term
classification is inevitably linked with the phenomenon of difficulty. Therefore, organizing the
educational process through games guarantees the understanding, learning, and mastering of
content.
Didactic games are important tools in the educational process. Many scholars and
researchers have expressed their views on the modern trends of using didactic games to develop
the lexical competence of primary school students in English language lessons. Below are some
quotes:
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Stephen Krashen: "Didactic games play an essential role in language learning because they
provide students with the opportunity to use the language in a natural and engaging context.
Through these games, the process of developing communicative competence becomes more
effective."
James Paul Gee: "Didactic games enhance motivation and develop language skills. Through
games, students naturally improve their communicative abilities because they have the chance
to use the language in practice."
These quotes emphasize the importance of didactic games in developing lexical
competence in primary school English language lessons. Games make learning more engaging
and effective, increase student motivation, and allow them to apply language skills in practice. In
didactic games, the student’s desire for success and victory encourages attentiveness,
memorization, comparison, classification, and improvement of their knowledge. These types of
games help students learn something in an easy and comfortable environment. Through didactic
games, students also learn to compare, group objects, and solve problems based on external
signs and goals, as well as develop balance, attention, persistence, knowledge, skills, and
communication abilities.
It is well known that didactic games have been a tool for learning in various fields such as
philosophy, sociology, cybernetics, psychology, and pedagogy for a long time. The uniqueness,
diversity, and complexity of didactic games also explains their significance. It should be noted
that games as a type of activity have a long history, and today they are important due to the
variety of concepts, approaches, and methods they incorporate. According to Plato, in ancient
Egypt, artists and scholars were engaged in creating various special educational games.
The characteristics of didactic games, in this interpretation, enhance the teacher's activity
in the formation of the child’s personality and pose several pedagogical challenges. According to
renowned scholars, games help develop social activities, self-moral development, and
management. Games teach students to think, be resourceful, observant, and logical.
The primary school period is a crucial time for shaping mental characteristics and qualities
in a child’s life, and this is when targeted education and training begins. The main activity of
students is focused on acquiring knowledge. In this context, didactic games, which serve as an
easy and close method of understanding the surrounding reality, are the most natural and
comfortable way to acquire knowledge, skills, and competencies. The rational use, organization,
and application of didactic games in the educational process requires further study.
It is important to gradually develop the components of learning and cognitive activities in
primary school students. Therefore, every lesson should be designed by the teacher with clear
components. It is essential that the teacher creates a conducive environment for interaction and
cooperation with each student and establishes a dialogue.
The classification of didactic games is a significant issue in pedagogical theory and practice.
It is important to note that there is no universal classification of didactic games in pedagogy, and
nearly every researcher provides their own system. Currently, there are several classifications
based on different criteria.
Using didactic games to shape the lexical competence of primary school students in English
language lessons plays an important role in modern educational processes. Below, we present
modern trends in this field and the ideas that emerge from them:
Modern Trends:
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1. Use of Technologies:
Digital Games:
Digital games and interactive applications are widely used in modern
English language lessons. For example, through mobile apps and online platforms, students learn
English words, phrases, and grammar rules. These games provide interactive experiences and
strengthen language skills.
Virtual Reality (VR) and Augmented Reality (AR
): Using VR and AR technologies,
students can embark on virtual journeys or simulate real-life situations in English, making
language learning more interesting and effective.
2. Individualization and Differentiated Teaching:
-
Personalized Games:
Didactic games employ personalized and differentiated
approaches to meet individual learning needs. For example, games and exercises tailored to
students' levels respond to their unique needs.
-
Adaptive Games:
Through games based on previously acquired knowledge, the learning
process is managed individually, catering to students' learning speeds and abilities.
3. Social Interaction and Collaboration:
- Group Games: Didactic games support group activities, helping students develop
communication, teamwork, and social skills. For example, solving problems in a group or
participating in role-playing games.
- Online Collaboration: Students have the opportunity to communicate and collaborate in
English on online platforms. This method helps develop their lexical competence and prepares
them for communication in various cultural contexts.
4. Creative Approaches:
- Creative Games:
Creative games and activities, such as story creation, dramatization, or
arts and crafts, promote language learning in English. These activities allow students to express
themselves freely in English.
- Interactive Stories:
Students develop their language skills by creating interactive stories
in English, which makes the learning process more engaging.
In conclusion, the use of didactic games in English language lessons has become an integral
part of modern education. Current trends enhance the effectiveness of these games in shaping
lexical competence through the use of technologies, individualization, social interaction, and
creative approaches. Digital technologies and personalized games make language learning more
effective by meeting students' individual needs, while group and online collaboration games
develop social communication and teamwork skills. Creative approaches enhance students'
interest in language and strengthen their language skills. Thus, didactic games serve as an
effective and enjoyable tool in language learning.
References:
1.
Выготский Л.C. Игра и её роль в психологическом развитии ребенка: Вопросы
психологии. – Mосква: Педагог, 2001.стр. 541. 36
2.
Выготский Л.C. Игра и её роль в психологическом развитии ребенка: Вопросы
психологии.–1999. № 6.стр. 42-56. 39
3.
Gee, J. P. (2003). What Video Games Have to Teach Us About Learning and Literacy.
Computers in the Schools. page 79
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4.
Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Pergamon
Press.
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Слепович Е.С. Игровая деятельность младших школьников–Москва: Педагогика, –
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