Game technology as a tool of developing interest in foreign language learning

Contents

 

Introduction                                                                         1. Theoretical aspects of technologies of foreign language teaching.                  1.1 Effective technologies of foreign language teaching.                             1.2 The use of games in teaching of foreign language.                                2. Game technology as a tool of developing interest in foreign language learning 2.1 Classification of games 2.2 Disclosure of the concept of the game 2.3 The classification of educational games in a foreign language learning Conclusion Bibliography Appendix

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Introduction

 

At present time the problem of increased psycho-emotional stress on students. Application of game forms of training helps to reduce pressure on the students' information. During the game, the child unconsciously possessed training material training opportunities for games has long been known. Many prominent educators rightly drawn attention to the effectiveness of games in the learning process. And this is understandable.

We believe that in the game are especially full of unexpected and sometimes a person's ability, especially a child. In the school the special place is occupied by such forms of employment that provide an active part in the lesson, each pupil, increase the authority of knowledge and individual responsibility for the results of the school pupils' work. The present method and practice of teaching children in elementary school focuses on the optimal combination of different forms, methods and teaching aids. This allows us to more effectively address training and education objectives of the program.

But learning tasks performed in class, often determine the monotony of intellectual activity of students by implementing a training goal - securing knowledge, and skills development. This adversely affects the development of students and the future of learning. Recent years, significantly changed the priorities of primary education. Today, its main goal is the development of creative student's personality. Ask the children - If they love stories and games? Sure, all the answer - yes.

The game is one of the most important means of intellectual and moral education of children. Great importance to the game as an educational tool attached by A.S. Makarenko, "What child is in the game, is that in many ways it will work when she grows up. Therefore, education of the future leader is, above all in the game. "Lessons from the use of games and game situations are an effective means of training and education, as the rest of the traditional construction of the lesson and the introduction of the game story attracted the attention of the entire class. The content of the game - it's always a number of learning tasks. In the game pupils get into a situation that allows them to critically assess their knowledge in an active step, cause this knowledge into the system. The urgency of this problem is caused by the need for improving methods of psycho-pedagogical influence on the emerging personality of the child to develop self-sufficiency of children, intelligent, communicative and creative abilities.

Under the conditions of modern life, most parents can not provide free time to communicate with children and their development (working late, at the best time to check homework.) Educational and cultural level of the parents is low (higher education in 21% of parents of students). Hence we see that parents, in most cases, unable to develop the thinking of their children.

In today's school observed intensification of the educational process, the complexity of programs designed for the use of logical reasoning and creative abilities of pupils of primary school.

The game helps to develop visual, auditory perception system of the students. Make the lesson interesting and accessible, helping to increase the activity of children to learn skills and improve the quality of education. Game is especially the organized activities requiring mental and emotional stress forces. The game always involves making a decision - what to do, what to say, how to win? The desire to resolve these issues aggravates the mental activity of the players. And if the child is at the same time to speak a foreign language? Do not lurk there a rich learning opportunities? Children, however, do not think about it. For them, the game is first of all - fun. Therefore, in our view, the goal of the game forms of learning - not only the formation of pronunciation, vocabulary and grammar skills, but also the development of interest in the target language.

The purpose of this course paper is to analyze the possibility of using gaming technologies as a tool of developing interest in foreign language learning.

To achieve this goal it is necessary to solve the following tasks:

• To study the literature on the issue of the use of games
• To analyze the different approaches to the classification of gaming technologies.
• Highlight features of the use of game technologies in English learning.

Object of the work is Game technology of English learning.

Subject: The use of gaming technologies as a tool of developing interest in foreign language learning.

The learning process is designed to carry out educational, educational and developmental functions of these functions, the learning process carried out conventionally, as the distinction between the processes of education, training and personal development are relative, and some aspects are common. Conditional release of these functions is necessary in practice for teacher training and goal-setting process, the diagnosis of the results.

The structure of the course work is Content, Introduction, the theoretical part, the practical part, conclusion, bibliography and appendix.

 

 

 

 

 

 

 

 

1. Theoretical aspects of technologies of Foreign language teaching.

1.1 Effective technologies of foreign language teaching.

Educational function of the learning process involves the assimilation of the individual scientific knowledge, the formation of educational skills. Function of the learning process is to create a system of values ​​and emotional relationship of personality to the world and the totality of its qualities. Function of the learning process determines the development of general and special abilities of the individual and mental processes. Features of the learning process be regarded as unacceptable in isolation performed. They are complexly interwoven cause and effect relationships, when one of the functions is a consequence of the other, while the cause of the third. Thus, the discipline of education, social activity creates the conditions for effective learning. A study, in turn, helps educate those qualities.

The main aims of education is considered to be:

• creation of favorable conditions for the mental, moral, emotional and physical development of the individual all-round development of their skills, ensuring students receive a strong knowledge and principles of science and the ability to replenish their own;
• universal education to the level corresponding to the rapid development of science and makes it possible to adapt to the modern world;
• the idea of ​​the general, intellectual and moral development of the individual means of humanization of education;
• citizens on the basis of a highly universal moral values ​​that can lead an active life, work and creativity;
• the international standards for the construction of programs for children with high intellectual ability: deepening the content of programs, the development of high-level thought processes, the development of understanding of students' own abilities;
• a person with a developed intellect and high culture, ready to be a conscious choice and development of vocational education programs.

The main aims in teaching students a foreign language are:

• formation in children of primary communication skills in foreign languages​​, foreign language skills to use to achieve their goals, the expression of thoughts and feelings arising in real communication situations;
• a positive setting for the further study of foreign languages; revival of interest in the life and culture of other countries;
• active-creative and emotional-aesthetic attitude to the word;
• linguistic abilities of students with their age-appropriate structure for the older preschoolers, if personality, it is possible to see the world from different perspectives.

Constructivist teaching strategies

One of the primary goals of using constructivist teaching is that students learn how to learn by giving them the training to take initiative for their own learning experiences.

According to Audrey Gray, the characteristics of a constructivist classroom are as follows:

* The learners are actively involved

* The environment is democratic

* The activities are interactive and student-centered

* The teacher facilitates a process of learning in which students are encouraged to be responsible and autonomous

Examples of constructivist activities

Furthermore, in the constructivist classroom, students work primarily in groups and learning and knowledge are interactive and dynamic. There is a great focus and emphasis on social and communication skills, as well as collaboration and exchange of ideas [1]. This is contrary to the traditional classroom in which students work primarily alone, learning is achieved through repetition, and the subjects are strictly adhered to and are guided by a textbook. Some activities encouraged in constructivist classrooms are:

* Experimentation: students individually perform an experiment and then come together as a class to discuss the results.

* Research projects: students research a topic and can present their findings to the class.

* Field trips. This allows students to put the concepts and ideas discussed in class in a real-world context. Field trips would often be followed by class discussions.

* Films. These provide visual context and thus bring another sense into the learning experience.

* Class discussions. This technique is used in all of the methods described above. It is one of the most important distinctions of constructivist teaching methods. {1}

Role of teachers

In the constructivist classroom, the teacher's role is to prompt and facilitate discussion. Thus, the teacher's main focus should be on guiding students by asking questions that will lead them to develop their own conclusions on the subject.

David Jonassen identified three major roles for facilitators to support students in constructivist learning environments:

* Modeling

* Coaching

* Scaffolding [6; 45-46]

Jonassen recommends making the learning goals engaging and relevant but not overly structured.

Learning is driven in CLEs by the problem to be solved; students learn content and theory in order to solve the problem. This is different from traditional objectivist teaching where the theory would be presented first and problems would be used afterwards to practice theory.

Depending on students' prior experiences, related cases and scaffolding may be necessary for support. Instructors also need to provide an authentic context for tasks, plus information resources, cognitive tools, and collaborative tools. [6; 34]

Constructivist assessment

Traditionally, assessment in the classrooms is based on testing. In this style, it is important for the student to produce the correct answers. However, in constructivist teaching, the process of gaining knowledge is viewed as being just as important as the product. Thus, assessment is based not only on tests, but also on observation of the student, the student's work, and the student's points of view {2}. Some assessment strategies include:

• Oral discussions. The teacher presents students with a "focus" question and allows an open discussion on the topic.
• KWL (H) Chart (What we know, What we want to know, What we have learned, How we know it). This technique can be used throughout the course of study for a particular topic, but is also a good assessment technique as it shows the teacher the progress of the student throughout the course of study.
• Mind Mapping. In this activity, students list and categorize the concepts and ideas relating to a topic.
• Hands-on activities. These encourage students to manipulate their environments or a particular learning tool. Teachers can use a checklist and observation to assess student success with the particular material.
• Pre-testing. This allows a teacher to determine what knowledge students bring to a new topic and thus will be helpful in directing the course of study. {1}
• Jigsaw and RAFT activities.

Communicative Teaching Method

The "communicative approach to the teaching of foreign languages" - also known as Communicative Language Teaching (CLT) or the "communicative approach” - emphasizes learning a language through genuine communication. Learning a new language is easier and more enjoyable when it is truly meaningful.

Communicative teaching is based on the work of sociolinguists who theorized that an effective knowledge of a language is more than merely knowing vocabulary and rules of grammar and pronunciation. Learners need to be able to use the language appropriately in any business or social context.

Over the last three decades, theorists have discussed (and continue to discuss) the exact definition of communicative competence. They do agree, however, that meaningful communication supports language learning and that classroom activities must focus on the learner's authentic needs to communicate information and ideas.

Grammar, pronunciation, and vocabulary are, of course, necessary parts of effective communication. With the communicative method two primary approaches may be taken. Some teachers prefer to teach a rule, and then follow it with practice. Most, though, feel grammar will be naturally discovered through meaningful communicative interaction.

The communicative approach is a flexible method rather than a rigorously defined set of teaching practices. It can best be defined with a list of general principles. In Communicative Language Teaching (1991), expert David Nunan [7] lists these five basic characteristics:

1. An emphasis on learning to communicate through interaction in the target language.

2. The introduction of authentic texts into the learning situation.

3. The provision of opportunities for learners to focus, not only on language but also on the learning process itself.

4. An enhancement of the learner's own personal experiences as important contributing elements to classroom learning.

5. An attempt to link classroom language learning with language activities outside the classroom.

As these features show, the communicative approach is concerned with the unique individual needs of each learner. By making the language relevant to the world rather than the classroom, learners can acquire the desired skills rapidly and agreeably.

 

1.2 The use of games in teaching of foreign language.

 

Games ought to be at the heart of teaching foreign languages. According to Fredericksen (1999), games create “a bridge between learning and doing”. At all levels of education, games have amazing power to engage, challenge, intrigue, and delight students who may resist more conventional materials. 
Applications of games also require careful planning. In order to make the classroom games enhance language learning, games must be “purposeful, relevant, and educational” (Fredericken, 1999). For games to be a successful element in the teachers' tool kit, it is important that they contain the following characteristics.

1. A game is governed by rules. Playing just to pass the time will not have the effect. To make a simple activity into a game just gives a couple of rules and that is all.
2. A game has objectives. One of the rules and probably the main one is the achievement of an objective. This objective can be something like making points for correctness or finishing an activity first.
3. A game is a closed activity. Games must have a beginning and an end. It must be easy for the players, or the teacher, to know who is about to reach the aim.

(4) A game is novel. Work sheet and drills do not usually appeal to the curious and imaginative nature of most students. Games have delighted students over the years simply because they provide a novel approach to understanding concepts and mastering skills. They also teach social and academic skills in a natural way, in cooperative teams or one-by-one with the teacher, rather than in the traditional, hierarchical classroom. 

1. A game needs less supervision from the teacher. This must be understood as linguistic supervision. Sometimes the game is conducted by the teacher who acts as a judge, scorer and or referee.

1.2  Advantages of Games in Primary School English Teaching 
There are many advantages of using games in the classroom. They can transform a boring class into an interesting one. They can give shy students more opportunities to express their opinions and feelings. Games are enjoyable for both teachers and students. 
Language learning is a hard task that can sometimes be frustrating. Constant effort is required to understand, produce and manipulate the target language. Well-chosen games are invaluable as they give students a break and at the same time allow students to practice language skills. Games are highly motivating since they are amusing and at the same time challenging. Furthermore, they employ meaningful and useful language in real contexts. They also encourage and increase cooperation. Games are highly motivating because they are amusing and interesting. They can be used to give practice in all language skills and be used to practice many types of communication. There is a common perception that all learning should be serious and solemn in nature and that if one is having fun and there is hilarity and laughter, then it is not really learning. This is a misconception. It is possible to learn a language as well as enjoy oneself at the same time. One of the best ways of doing this is through games. 
The main reason why games are considered effective learning aids is that they spur motivation and students get absorbed in the competitive aspects of the games. Naturally, when playing games, students are trying their best to win. Therefore, it is possible for a teacher to introduce students to new ideas, grammar, and knowledge and so on. As in the dictation game, students are so competitive that they want to finish first and win. It can be clearly seen that games can capture students' attention. They can motivate students to learn more. Moreover, they can transform a boring class into a challenging one. 
Another reason why games are frequently used in language classes is that they can relax students' tension in the classroom. In conventional classrooms, there is a lot of stress put on students who try to master the target language. Schultz (1998) said, “Stress is a major hindrance in language learning process. This process (learning language in a traditional way) is by its nature time-consuming and stress-provoking. As a result, it raises the stress level to a point at which it interferes with students' attention and efficiency and undermines motivation. One method has been developed to make students forget that they are in class, which is to relax students by engaging them in stress-reducing task (games).” 
Also, playing games in the classroom can enormously increase students' ability in using language because students have a chance to use language with a purpose in the situations provided. Hadfield (1990) confirms “games provide as much concentrated practice as a traditional drill and more importantly, they provide an opportunity for real communication, albeit within artificially defined limits, and thus constitute a bridge between the classroom and the real world.” Like in a traditional classroom, students have an opportunity to drill and practice using grammatical rules and other functions. 
When choosing a game, the teacher should be careful to find an appropriate one for the class in terms of language and type of participation. There are a great number of language games. So teachers have a variety of choices. However, in deciding which game to use in a particular class and which game will be the most appropriate and most successful with the students, teachers must take many factors into account. 
According to Carrier (1990), teachers should first consider the level of the game to fit their students' language level. They should choose the game that fits the purposes of that class or the content. Moreover, teachers should consider students' characteristics: whether they are old or young, serious-minded or light-hearted, and highly motivated to learn or not. They should also consider when the game should be used because there is a big difference between using the game in the morning and in the afternoon, on Monday and Friday. 
In addition to the factors mentioned, teachers should also be able to play and overact sometimes to help students feel comfortable and want to join the activity. This means teachers should thoroughly understand the game and its nature and be able to lead the game. 
Games should be regarded as an important part of an English lesson, but the whole syllabus should not be based on games only even for young learners. Remember that a game for a game's sake is of no use. The teacher should choose a game that will let students practice their target language. 
There is a common perception that all learning should be serious and solemn in nature and that if one is having fun and there is hilarity and laughter, then it is not really learning. This is a misconception. It is possible to learn a language as well as enjoy oneself at the same time (Lee, 1995). 
Games ought to be at the heart of teaching foreign languages. Rixon (1981) suggests that games be used at all stages of the lesson, provided that they are suitable and carefully chosen. At different stages of the lesson, the teacher's aims connected with a game may vary: 
“1. Presentation. Provide a good model making its meaning clear. 
2. Controlled practice. Elicit good imitation of a new language and appropriate responses. 
3. Communicative practice. Give students a chance to use the language.” 
At the beginning of the class, using games can warm them up and review the previous time's language. They sing, dance and remember the previous work all at the same time. During the process of the class, using games makes it so much easier to teach the new language. The purpose of the game is also for the kids to practice the target English and good for the teacher to see if the kids have mastered the language or if they need more practice. At the end of the class, playing games ends the lesson on a high spirit so that they are looking forward to the next lesson. 
Unless the learners know what they are expected to do and how to do it, the aim cannot be achieved and the game cannot be played, so the teachers should give clear rules as many as possible. 
However, rules are always difficult to negotiate. That is why most teachers carefully plan the rules for the games they wish to play. But although rules are carefully planned, it seems to be universal that students like breaking some of them while playing. This breaking of the rules can also turn out to be extremely dangerous and harmful to the environment in the class for it may cause quarrels, especially among children and adolescents. Students must be very aware of the importance of the rules of the games they are playing and there must be a kind of honor code or ground rules that participants must follow while playing. The understanding of rules makes 70% of a successful activity.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2. Game technology as a tool of developing interest in foreign language learning

2. Classification of games

 

Many experienced textbook and methodology manuals writers have argued that games are not just time-filling activities but have a great educational value. W. R. Lee holds that most language games make learners use the language instead of thinking about learning the correct forms. He also says that games should be treated as central not peripheral to the foreign language teaching programme. A similar opinion is expressed by Richard-Amato, who believes games to be fun but warns against overlooking their pedagogical value, particularly in foreign language teaching. There are many advantages of using games. "Games can lower anxiety, thus making the acquisition of input more likely" (Richard-Amato). They are highly motivating and entertaining, and they can give shy students more opportunity to express their opinions and feelings (Hansen). They also enable learners to acquire new experiences within a foreign language which are not always possible during a typical lesson. Furthermore, to quote Richard-Amato, they, "add diversion to the regular classroom activities," break the ice, " [but also] they are used to introduce new ideas". In the easy, relaxed atmosphere which is created by using games, students remember things faster and better (Wierus and Wierus). Further support comes from Zdybiewska, who believes games to be a good way of practicing language, for they provide a model of what learners will use the language for in real life in the future.

Games encourage, entertain, teach, and promote fluency. If not for any of these reasons, they should be used just because they help students see beauty in a foreign language and not just problems.

Choosing appropriate games.

There are many factors to consider while discussing games, one of which is appropriacy. Teachers should be very careful about choosing games if they want to make them profitable for the learning process. If games are to bring desired results, they must correspond to either the student's level, or age, or to the material that is to be introduced or practiced. Not all games are appropriate for all students irrespective of their age. Different age groups require various topics, materials, and modes of games. For example, children benefit most from games which require moving around, imitating a model, competing between groups and the like. Furthermore, structural games that practice or reinforce a certain grammatical aspect of language have to relate to students' abilities and prior knowledge. Games become difficult when the task or the topic is unsuitable or outside the student's experience.

Another factor influencing the choice of a game is its length and the time necessary for its completion. Many games have a time limit, but according to Siek-Piskozub, the teacher can either allocate more or less time depending on the students' level, the number of people in a group, or the knowledge of the rules of a game etc.

When to use games.

Games are often used as short warm-up activities or when there is some time left at the end of a lesson. Yet, as Lee observes, a game "should not be regarded as a marginal activity filling in odd moments when the teacher and class have nothing better to do". Games ought to be at the heart of teaching foreign languages. Rixon suggests that games be used at all stages of the lesson, provided that they are suitable and carefully chosen. At different stages of the lesson, the teacher's aims connected with a game may vary:

1. Presentation. Provide a good model making its meaning clear;

2. Controlled practice. Elicit good imitation of new language and appropriate responses;

3. communicative practice. Give students a chance to use the language.

Games also lend themselves well to revision exercises helping learners recall material in a pleasant, entertaining way. All authors referred to in this article agree that even if games resulted only in noise and entertained students, they are still worth paying attention to and implementing in the classroom since they motivate learners, promote communicative competence, and generate fluency.

Role play as a method of teaching

Scholars suggest different steps and various successions in applying role play in teaching. Based on the empirical evidence, we suggest our step-by-step guide to making a successful role play.

Step 1 - A Situation for a Role Play

To begin with, choose a situation for a role play, keeping in mind students' needs and interests (Livingstone, 1983). Teachers should select role plays that will give the students an opportunity to practice what they have learned. At the same time, we need a role play that interests the students. One way to make sure your role play is interesting is to let the students choose the situation themselves. They might either suggest themes that intrigue them or select a topic from a list of given situations. To find a situation for a role play, write down situations you encounter in your own life, or read a book or watch a movie, because their scenes can provide many different role play situations. You might make up an effective role play based on cultural differences.

Step 2 - Role Play Design

After choosing a context for a role play, the next step is to come up with ideas on how this situation may develop. Students' level of language proficiency should be taken into consideration (Livingstone, 1983). If you feel that your role play requires more profound linguistic competence than the students possess, it would probably be better to simplify it or to leave it until appropriate. On low intermediate and more advanced levels, role plays with problems or conflicts in them work very well because they motivate the characters to talk [8]. To build in these problems let the standard script go wrong. This will generate tension and make the role play more interesting. For example, in a role play situation at the market the participants have conflicting role information. One or two students have their lists of things to buy while another two or three students are salespeople who don't have anything the first group needs, but can offer slightly or absolutely different things.

Step 3 - Linguistic Preparation

Once you have selected a suitable role play, predict the language needed for it. At the beginning level, the language needed is almost completely predictable. The higher the level of students the more difficult it is to prefigure accurately what language students will need, but some prediction is possible anyway [9]. It is recommended to introduce any new vocabulary before the role play [10].

At the beginning level, you might want to elicit the development of the role play scenario from your students and then enrich it. For example, the situation of the role play is returning an item of clothing back to the store. The teacher asks questions, such as, 'In this situation what will you say to the salesperson? ', 'What will the salesperson say? ' and writes what the students dictate on the right side of the board. When this is done, on the left side of the board the instructor writes down useful expressions, asking the students, 'Can the customer say it in another way? ', 'What else can the salesperson say? ' This way of introducing new vocabulary makes the students more confident acting out a role play.

Step 4 - Factual Preparation

This step implies providing the students with concrete information and clear role descriptions so that they could play their roles with confidence. For example, in the situation at a railway station, the person giving the information should have relevant information: the times and destination of the trains, prices of tickets, etc. In a more advanced class and in a more elaborate situation include on a cue card a fictitious name, status, age, personality, and fictitious interests and desires.

Describe each role in a manner that will let the students identify with the characters. Use the second person 'you' rather than the third person 'he' or 'she. ' If your role presents a problem, just state the problem without giving any solutions.

At the beginning level cue cards might contain detailed instructions (Byrne, 1983). For example,

Step 5 - Assigning the Roles

Some instructors ask for volunteers to act out a role play in front of the class (Matwiejczuk, 1997), though it might be a good idea to plan in advance what roles to assign to which students. At the beginning level the teacher can take one of the roles and act it out as a model. Sometimes, the students have role play exercises for the home task. They learn useful words and expressions think about what they can say and then act out the role play in the next class.

There can be one or several role play groups. If the whole class represents one role play group, it is necessary to keep some minor roles which can be taken away if there are less people in class than expected [11]. If the teacher runs out of roles, he/she can assign one role to two students, in which one speaks secret thoughts of the other (Shaw, Corsini, Blake & Mouton, 1980). With several roles play groups, when deciding on their composition, both the abilities and the personalities of the students should be taken into consideration. For example, a group consisting only of the shyest students will not be a success. Very often, optimum interaction can be reached by letting the students work in one group with their friends (Horner & McGinley, 1990).

Whether taking any part in the role play or not, the role of the teacher is to be as unobtrusive as possible (Livingstone, 1983). He or she is listening for students' errors making notes. Mistakes noted during the role play will provide the teacher with feedback for further practice and revision. It is recommended that the instructor avoids intervening in a role play with error corrections not to discourage the students.

Step 6 - Follow-up

Once the role play is finished, spend some time on debriefing. This does not mean pointing out and correcting mistakes. After the role play, the students are satisfied with themselves; they feel that they have used their knowledge of the language for something concrete and useful. This feeling of satisfaction will disappear if every mistake is analyzed. It might also make the students less confident and less willing to do the other role plays (Livingstone, 1983).

Follow-up means asking every student's opinion about the role play and welcoming their comments (Milroy, 1982; Horner & McGinley, 1990). The aim is to discuss what has happened in the role play and what they have learned. In addition to group discussion, an evaluation questionnaire can be used.

The methods submitted above are only less part of the whole list of various effective methods of teaching a foreign language. The teacher should remember that each of the submitted methods works more effectively if they are combined and applied together at every lesson. It is impossible to allocate the best and most effective of them, every teacher himself chooses for himself what method approaches for each concrete case better.

 

2.2 Disclosure of the concept of the game

 

At school the special place occupied by such forms of employment that provide an active part in the lesson, each pupil, increase the authority of knowledge and individual responsibility for the results of the school pupils work. These problems can be successfully addressed through technology learning game forms. Game has great significance in the life of a child, has the same significance as an adult activity, work, service. The game only seems outwardly carefree and easy. In fact, it imperiously demands that playing gave her the maximum of its energy, intelligence, persistence, self-sufficiency. Forms of learning can be used at all levels of learning, from the reproductive activity by transforming the main goal - creative-search activities. Creative-search activity is more effective if it is preceded by reproducing and transforming activity in which students learn the techniques of teaching.

From the opening game concepts can identify a number of general provisions:

1. The game is an independent type of developmental activities for children of different ages.

• . Children play is the freest form of their activity, which is realized, we study the world, offers a wide scope for personal creativity, activity, self-knowledge, self-expression.
• . The game - the first stage of the child's preschool, primary school of his conduct, and equitable regulatory activities of primary school children, teenagers, young adults, changing their goals as they grow older students.
• . The game is the practice of development. Children play because they evolve and develop so that they are playing.
• . The game - the freedom of self-discovery, self-development based on the subconscious mind and creativity.
• . The game - the main sphere of communication between children, it solved the problem of interpersonal relations, human relations experience is gained.

There are several groups of games, developing intelligence, cognitive activity of the child

Group I - subject game, as the manipulation of toys and objects. Through toy - items - children learn the shape, color, size, material, animal world, a world of people, etc.

Group II - Game creative, role playing, in which the plot - a form of intellectual activity. Creative role playing games in training - not just entertainment or a way to welcome the organization of cognitive material. The game has great heuristic and persuasive potential, it throws up something that "seems one", and brings that to the teachings and life resists comparison and balancing. Scientific prediction, guessing the future can be attributed to "the ability to imagine a game of imagination as the integrity of the system, which from the point of view of science or common sense, systems are not. "

Group III is a didactic game, they require the student's ability to decipher, unravel, unravel, and most importantly - to know the subject. The more skillful didactic game is made, the most cleverly hidden didactic purpose. Operate the game of knowledge embedded in student learning unintentionally, unwittingly playing.

 

2.3 The classification of educational games in a foreign language learning

 

Despite the fact that a child's play has been written so many, the questions of the theory of it so complicated that a single classification of games still do not exist., for the number of participants in the game are divided into individual, pair and group. And the first target to communicate with the text, and the other to communicate with partners. The nature and form of the game produce substantive, moving with a verbal component, scene, or situational, games, competition, intellectual (tests, puzzles, crosswords, chaynovody, etc.), interaction (communication), complex, etc. By way of organization of the game There are computers, writing on message boards, etc. In terms of complexity of the actions distinguish simple and complex games, the duration of the - not long and lengthy. Games are helping to learn the various aspects of language (phonetics, vocabulary, etc.) are divided into phonetic, lexical, grammatical and stylistic., the educational game - is focused on the zone of proximal development of the game, combining teaching with the aim of appealing to the motive of the child., introducing the game into a lesson, it is important for the result of didactic teaching, but may not be the motivation for the work of children. The game has to change the style of the relationship between children and adults the teacher, who can not impose anything: a child can play only when he wants and when he is interested, and those who cause him sympathy. Teacher can not only be the organizer of the game - he has to play with your child, because children have great pleasure in playing with adults, and because game atmosphere collapses under the gaze of the observer.

The main purpose of phonetic games is staged (correction) pronunciation, practice in pronunciation of sounds in words, phrases, practicing intonation. They are used regularly, mostly at the initial stage of learning a foreign language (water-remedial course) as an illustration and exercises to practice the most difficult to pronounce sounds and intonations. As we move forward phonetic games are implemented at the level of words, sentences, Rhymes, tongue twisters, poems and songs. The experience gained in games of this type can be used by students in the classroom in the future in a foreign language.

Lexical games have focused students' attention solely on the lexical material and are designed to assist them in acquiring and expanding vocabulary, and to work to illustrate the use of words in communication situations. There are different types of vocabulary games

Battle Ships - A Vocabulary Game

Level: Easy to Medium

Preparation:

Divide the students in to groups of four or five. Then ask the student to make the name for their ships for example with the names of animals, cities, movie stars or let them find their own favorite names. The captain's duty is to memorize his ship's name, so he can reply if somebody call his ship's name. The shooter's duty is to memorize the names of the ships of 'their enemies', so he can shoot them by calling their ship's name.

Activity:

Arrange all the captains in a circle, the ships' crews must line up behind their captains. The shooter is the last crew member in line. Teacher must decide a lexical area of vocabulary, this vocabulary will be used to defend their ships from the attacks. Every students (except the shooters) must find their own words. The lexical area for example, "Four Legged Animals". Give the students 1-2 minutes to find as many possible words as they can and memorize them. Tthe game by calling a ship's name, for example the ship name is "THE CALIFORNIAN". The captain of THE CALIFORNIAN must reply with a word from the lexical area given, for example he says "TIGER" followed by his crews behind him one by one, "COW"; "SHEEP" until it is the shooter turns and he calls out the name of another ship and the captain of the ship called must reply and his crews must do the same thing. No word can be repeated. The captain is late to reply (more than 2 seconds) or his crew can not say the words or a word repeated or the shooter shoots the wrong ship (his own ship or the ship that has already been sunk) the ship is sunk, and the crew members can join the crew of another ship. Teacher can change the lexical area for the next round. The last round there will be two big groups battling to be the winner.

Grammar games are designed to provide students practical skills to apply knowledge of grammar, increase their mental activities to the use of grammatical structures in natural communication situations.

Tell Me Everything You Know

Here are the basics:

. Write a sentence on the board and set a time limit.

2. Students write down everything that they can about the grammar of the sentence.

3. When the time is up, students individually share their observations. If anyone else in the room has the same observation, they must cross if off of their list. If they are the only ones who have made that particular observation, they get a point.

4. Whoever has the most points wins.

Stylistic games aim to teach students to distinguish between formal and informal styles of communication, as well as the right to use each of them in different situations.

Verbal games teach the ability to use language resources in the process of committing an act of speech, and repelled from the specific situation in which speech acts are carried out.

Proper Noun Exercise Verbally, give as as many proper names of the nouns as you can think of for those listed below. Do this as quickly as you can!

Example:

boys = Douglas, Edward, John, Peter, Andrew, Alexander, Joshua, Caleb

 

girls	heroes	books	Books of the Bible	weekdays
holidays	apostles	nicknames	presidents	animal pet names
			Bible characters	amusement parks

 

Role-playing game. The different types of games holds a special place role-playing game you know, of great importance in the educational process is learning motivation. It helps to enhance the thinking is of interest to a particular kind of occupation, to perform a particular exercise strongest motivating factor is the training methods that satisfy the need for students to study material novelty and variety of the exercises. Using a variety of teaching techniques helps to perpetuate the memory of linguistic phenomena, creating a more stable visual and auditory images, maintaining interest and activity of students.

The lesson of foreign language is seen as a social phenomenon, where the classroom - a particular social environment in which teachers and students enter into definite social relations with each other, where the learning process - the interaction of all present.

The success in training is the result of collective use of all opportunities for learning. And students should make a significant contribution to this process. Ample opportunities to revamp the educational process is the use of role-playing games. Role play - methodological procedure relating to a group of active methods of teaching practical language skills playing is a contingent of actors playing real practical activity, creates conditions for real communication. The effectiveness of training is due primarily to an explosion of motivation, increased interest in the subject play motivates speech activity, as students find themselves in a situation where the need is updated to say anything, ask to find out to prove something to share with someone clearly convinced that the language can be used as a means of communication game will intensify the desire to contact the guys with each other and the teacher creates the conditions of equality in the speech partnership breaks the traditional barrier between teacher and student game allows a timid, diffident students to speak and thus to overcome the barrier of uncertainty. In the usual discussion students, leaders tend to seize the initiative, and the timid prefer to remain silent. In the role-play, each gets a role and must be an active partner in speech communication games, pupils master the elements of communication such as the ability to start a conversation, keep it, to suspend the interlocutor at the right moment to agree with his opinion or disprove it, specifically the ability to listen to the interlocutor, to ask clarifying questions, etc. Playing teaches to be sensitive to the social use of language. A good conversationalist is often not the one who enjoys the best structures, and those who can most clearly recognize (interpret) the situation in which there are partners, to consider the information that is already known (from the situation, experience) and choose the linguistic resources that will be most effective for communication all the training time devoted to role-play voice for the practice is not only talking but also listening to the most active, as it is to understand and remember the replica partner, correlate it with the situation, determine how relevant the situation and the problem of communication and properly respond to the cue have a positive effect on the formation of students' cognitive interests, contribute to the conscious development of a foreign language. They contribute to the development of qualities such as independence, initiative, foster a sense of collectivism. Students actively, enthusiastically working to help each other, listen carefully to their comrades, but the teacher manages the educational activity

Basic requirements for the role-playing games:

1. The game should stimulate motivation to exercise, to cause the student interest and desire to do the job well, it should be based on the situation adequately the real situation of communication.

. Role-playing game should be well prepared in terms of both content and form, clearly organized. It is important that the students were convinced of the need to perform well a certain role. Only under this condition, their speech is natural and convincing.

. Role-playing should be taken as a group.

. It certainly is conducted in a friendly, creative atmosphere, causes the pupils a sense of satisfaction and joy. The freer the student feels in a role play, the more initiative, he will be in communication. Over time, he will feel confident in their abilities, that he may fulfill different roles.

. The game is organized so that students can active verbal communication to maximize the use of piloted language material.

. The teacher will certainly believe in the role mothers play in their effectiveness. Only under this condition, it can achieve good results.