GAME AS A MEANS OF TEACHING SPEAKING IN ENGLISH CLASSES

ИГРА КАК СРЕДСТВО ОБУЧЕНИЯ ГОВОРЕНИЮ НА УРОКАХ АНГЛИЙСКОГО ЯЗЫКА

Русланкызы Азиза

студент, Западно-Казахстанский университет имени Махамбета Утемисова,

Казахстан, г. Уральск

ABSTRACT

The game method in teaching English is one of the effective ways to motivate children to work and increase their interest in learning English. With the recent development of English language teaching, the role of games in the classroom has been discussed in various aspects. Learning goals are easily achieved through a game-based approach. Under the guidance of the teacher, students can learn and improve their abilities. So, the game method in English language teaching is also an important teaching method used in English language teaching in order to arouse students' interest in learning and increase the effectiveness of teaching. The main function of teaching games can be described as follows: to effectively arouse students' interest in learning, to promote the development of students' intelligence, and to teach students' ability to innovate. In the article, the problems of developing the speaking skills of middle school students using game technologies in teaching English were analyzed from a theoretical and practical point of view.

АННОТАЦИЯ

Игровой метод в обучении английскому языку – один из эффективных способов мотивировать детей к работе и повысить их интерес к изучению английского языка. С недавним развитием преподавания английского языка роль игр в классе обсуждается в различных аспектах. Цели обучения легко достигаются с помощью игрового подхода. Под руководством преподавателя студенты могут учиться и совершенствовать свои способности. Итак, игровой метод в обучении английскому языку также является важным методом обучения, используемым при обучении английскому языку с целью вызвать у учащихся интерес к обучению и повысить эффективность обучения. Основную функцию обучающих игр можно описать следующим образом: эффективно пробудить интерес учащихся к обучению, способствовать развитию интеллекта учащихся и научить их способности к инновациям. В статье с теоретической и практической точки зрения проанализированы проблемы развития разговорных навыков учащихся средних классов с использованием игровых технологий в обучении английскому языку.

Keywords: speech activity; speaking skills; game technology didactic games; methodology.

Ключевые слова: речевая деятельность; навыки говорения; игровая технология; дидактические игры;методика.

In modern society, where many nations live and interact side by side with each other, learning a foreign language cannot but play an important role. For any person who is focused on personal development, knowledge of at least one foreign language is a mandatory criterion. In English lessons, more often than in most other lessons, students have to deal with the practical part of the subject being studied. In order to show your knowledge, skills and abilities, it is not enough just to know the rules, read and write in the language you are learning. One of the main practical skills is speaking.

Speaking is an extremely multifaceted and complex phenomenon. Firstly, it performs the function of a means of communication in a person’s life. Secondly, speaking is an activity, more precisely, one of the types of human activity [1]. As a means of communication, speaking relies on language, which ensures communication between those communicating by encoding and decoding it, that is, deciphering these meanings and changing their behavior based on this information.

It follows from this that students need practice in using the language when studying it, since otherwise communication with representatives of the target language will be difficult. Thus, to fully learn a foreign language, students need to develop speaking skills. The most effective way to develop this skill is to live in a language environment. However, this is not possible when teaching in schools, which is a serious problem.

One of the most effective ways to solve this problem in teaching is the creation and implementation of new gaming technologies in the educational process. It's no secret that play is the most accessible and interesting type of activity for children, a method of assimilation of knowledge gained from the world around them, in which the child comes into contact with his peers. During play, children are connected by a common goal, to achieve which they make joint efforts.

If we talk about the role of games in English lessons, then it is simply impossible to fully appreciate its merits. Here are just some of the benefits of using it:

1. The game is a good way to use vocabulary and grammar, practice pronunciation, and develop speaking and writing skills.

2. Knowledge acquired in the game is retained longer, which means that the game is an effective way to memorize new vocabulary, constructions and entire expressions.

3. Using games in English lessons, the teacher can better reveal the personal potential of each student and his personal qualities.

4. The ability to present complex material in a simplified form.

5. The use of games is perceived positively by almost all students, which makes the learning process more effective [2].

Depending on the goals and objectives of the lesson, various types of games can be used. It is necessary to consider specific types of games that can be used when teaching English [3].

1. Phonetic games - aimed at training and improving pronunciation, as well as developing phonetic hearing skills.

2. Lexical games - this type is aimed at using vocabulary in situations that are close to a natural setting, activating students’ speech-cognitive activity and developing speech skills in general.

3. Grammar games - the goal is to sharpen the skills of using speech patterns that contain certain grammatical difficulties. The goal is also to develop students’ speech activity and independence.

4. Spelling games - aimed at developing the correct spelling of English words.

5. Games for teaching listening – this type is aimed at developing and improving students’ listening skills , as well as developing the ability to highlight the main idea of a text.

6. Games for teaching speaking – help develop speaking skills, the ability to express one’s thoughts, and use learned speech skills.

Within the framework of this article, it seems appropriate to give examples of developed games that can be used to develop English speaking skills among middle school students. Game data contains the name, type, course of the game, materials used, duration, and additions.

Title: How to make friends

Type of game: speech .

Progress of the game: students are divided into several teams. They are asked to make up tips that will help them make friends; they are given 1–2 minutes to do this. When the time is up, the teams roll the game dice. The team with the highest number starts first. This command says 1 piece of advice, after which the teacher either accepts the answer or rejects it, while explaining the reason, according to which he did not accept this option. Then the right to say advice is transferred to the second team. Each new tip is announced by another student until everyone has given advice, after which, if there are other tips from that team, the students start the order from the beginning and repeat it. The game continues until both teams run out of tips. The team that manages to get the most accepted answers wins.

Materials used: game cubes.

Duration: 10 minutes.

Addition: it is very important to involve every student, so the teacher has the right to give a hint to the team if there are still students in it who did not give the advice.

Next game:

Title: Guess the country

Type of game: speech .

Progress of the game: students are divided into several teams. The teacher acts as a person who has wished for a country. Students should ask the teacher questions about the characteristics of the country in such a way that the teacher can answer either yes or no. Teams ask 1 question in turn. The team that guesses it first wins.

Materials used: none.

Duration: 5 minutes.

Addition: No

Next game:

Title: One Hundred to One

Type of game: speech .

Progress of the game: the teacher asks students of different classes in advance about their knowledge of various facts about other countries. Example: he asks “which country is known for its robot technology?”, each student names a country for him, he sums up which countries were named the most. The number of people who named this country will be the number of points for guessing this country. During the game itself, students are divided into two teams, which are asked the same questions that the teacher asked other students in preparation for the game. The team that guesses the country from the list of countries named by other students receives a number of points that is equal to the number of people who named this country. The team with the highest total points for all questions wins.

Materials used: computer; projector.

Duration: from 20 minutes.

In conclusion, we can say that the game is the most accessible type of activity for students of different age groups. The game clearly reveals the characteristics of the student’s thinking and imagination, his emotionality, activity, and developing need for communication. An interesting game increases the student’s mental activity, and he can solve a more difficult problem than in class. A game is an independent activity in which students interact with peers. They are united by a common goal, joint efforts to achieve it, and common experiences. Game experiences leave a deep imprint on the minds of students and contribute to the formation of good feelings, noble aspirations and collective life skills.

References:

1. Babaeva K.A., Bychkova K.M., Petrova G.G., Rudenskaya M.V. Kommunikativnyj podhod k obucheniyu monologicheskoj rechi [Communicative approach to teaching monologue speech] // Mezhdunarodnyj zhurnal prikladnyh i fundamental'nyh issledovanij - International Journal of Applied and Fundamental Research. – 2014. – No. 1. – P. 64-67. URL: https://applied-research.ru/ru/article/view?id=4560 (access date: 05/25/2024).
2. Kulagina, I. S. Rolevye igry kak sredstvo formirovaniya kommunikativnoj kompetencii obuchaemyh [Role-playing games as a means of developing the communicative competence of students] / I. S. Kulagina. – URL: http://www.profistart.ru/ps/blog/7119.html (access date: 11/05/2021). – Text: electronic.
3. Derkach, A. A. Pedagogicheskaya evristika. Iskusstvo ovladeniya inostrannym yazykom [Pedagogical heuristics. The art of mastering a foreign language] / A. A. Derkach, S. F. Shcherbak. – Moscow: Pedagogy, 1991. – 224 p. – ISBN 5-7155-0365-6. – Text: direct.