Международный научно-образовательный электронный журнал «образование и наука в XXI веке». Выпуск №19 (том 3)

ФИО автора: 
Ismoilova Zilola Namaz kizi, 
2
nd
year master’s student, 
Department of English philology, NUUz 
Название публикации:
«TEACHING IDIOMS THROUGH LANGUAGE GAMES 
IN THE ENGLISH CLASSROOM» 
Abstract 
The aim of this paper is to identify the significance of language games in the 
classroom and teaching idioms through them. 
The use of games allows fast, better 
understanding of the language and utilize them in writing, reading and every day 
conversation. If different language games are used in the classroom, It will give more 
results in order to memorize English words, idioms quickly, translate its meaning 
correctly and to apply it in practice.
Key words: 
games, idioms, learners, language teaching, interest, understanding, 
self-improvement. 
It is known that games are one of the most important components in English as 
a foreign language classroom. They include activities which have goals and rules at the 
same time fun.
Foreign language learning games can be considered as a framework to provide 
a meaningful context for language acquisition. In addition to this, learners can improve 
their understanding of written and spoken English through games. Games help learners 
learn words and structures in the context using correct pronunciation and spelling. 
Games play an important role in the language learning classrooms despite the 
fact that most of the teachers are not aware of it as a learning strategy. However, it has 
a lot of benefits to the learning process of the learners. First of all, games prevent the 
lesson to be ordinary and boring. Conversely, they create successful and positive 
classroom environment where student and their learning are central. 
On top of that, different games are always fun for the learners so they attract 
their interest unlike the ordinary lessons. This is because, they both learn the language 

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and have fun in the classroom with the help of the games. It is experienced that even 
shy and reluctant children react positively to them. And without doubt, this increase 
the motivation of the people who learns language because they play as alternative 
solution which encourages learners to keep their interest on the lesson and continue 
working. By the help of this way, learners also reduce the stress of learning another 
language. 
In ELF classroom, games provide many advantages for promoting learning the 
target language. One of the advantages associated with the games in that student’ 
anxiety towards language learning decreases as games are employed. In language 
classes, learners assume that they should be successful in the target language that they 
do not know. Furthermore, these leaners fell much anxiety because of being criticized 
and punished by their teacher when they make a mistake. At this point, games come to 
the stage since they reduce anxiety, increase positive feelings and improve self-
confidence because there is no fear of punishment and criticism for learners when they 
are practicing the target language freely.
Learners involve in the games actively, so games are called learner-centered 
activities. Through games learners’ and teachers’ roles are changed and teacher 
encourages learners to participate actively in their language. As a result, games give a 
chance to learners to take responsibility for their own learning. From this view point, 
creating a meaningful context for language use is another advantage that games 
present. According to the experiences, by using games different contexts can be created 
by teachers that allow learning unconsciously. This is because, the attentions of the 
learners are not on the language, on the message. As a result, when their focus is on a 
game as an actively, people who learn foreign language acquire the target language as 
they acquire their mother tongue. 
According to the fact that there are given some advantages of games in the target 
language as in the following: 

Games increase motivation and desire for self-improvement; 

Challenge and competition are the key factors for any game and learners pay 
their attention to completing the task; 

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
Different games develop the students’ ability in order to observe;

Language games have clear rules and objectives; 

Games increase critical thinking, problem solving, and imagination; 

Games are adaptable for various levels of knowledge; 

Educational games are easy to understand and use; 

Educational games do not take long time to be played in the classroom; 

There are many online educational games which are free of charge; 

The results are more visible and strong impact; 

Immediate feedback both for the learners and teacher; 

Games may be used in the class as rewards for learners; 

Different games facilitate collaborative learning but, in the same time, learners 
may learn at their own speed and cognitive level.
Looking at the other side, while choosing games in the English foreign language 
classes teachers have to be serious at many points and should be very careful about 
which games have to be used, when to use them, and how to connect them with the 
syllabus, text book, and how, more particularly, beneficial they are. There are some 
points are needed to be considered by teachers: 

Games should have specific objective that motivates learners to language 
learning; 

The content has to be appropriate. They have to fit the curriculum; 

They have to be technically easy to use in the class; 

Games have to keep all of the learners interested. 

Games should be short, otherwise learners may lose their interest. 
Besides all these advantages, students’ motivation is another significant issue and 
it have to be taken into account. this is because, when learners are in the game, their 
motivation is much higher to learn the target language. As a matter of fact, games 
automatically stimulate learners interest, a properly produced game can be one of the 
highest motivating techniques.

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It is known that, there are literally hundreds, probably thousands of language 
games that teachers can play with their learners. English as foreign language games are 
used to test vocabulary, practice conversing, learn tenses and so on. There are some 
language games as in the language teaching such as: Board Race, Call My Bluff, Simon 
Says, Hangman, Pictionary, The Mime, Hot Seat, and Where Shall I Go?, so on. 
These games which were mentioned above got their perfect result in the English 
as foreign language classrooms. For example, the game called “The Mime” is an 
excellent way for students to practice tenses and verbs. It is also great for teachers with 
minimal resources or planning time, or teachers who want to break up longer lesson 
with something more interactive. It is adaptable to almost any language point that might 
be focused on. 
This game works with any age group, although it will be found that adults tire of 
this far quicker than children. To keep them engaged, relate what they will be miming 
to groups’ personal interests as best as possible. The playing instruction “The Mime” 
game as follows: 

Before the class, teacher has to write out some actions, like washing the dishes- 
and put them in a bag. 

Teacher should divide the class into two teams. 

Bring one learner from each team to the front of the class and one of them choose 
an action from the bag. 

Have both students mime the action to their team.

The first team to shout the correct answer wins a point. 
As a matter of fact, teaching idioms is an significant element of any class. This is 
because, It helps for second language learners and also helps native speakers to add 
more interest and color to their writing. 
Idioms come to be a very numerous part of English and It covers lots of 
drawbacks of the English language. Therefore, It would be better if idioms are taught 
in lessons for English language learners from school, the vocabulary and naturalness 
will be further enriched. Also learning the idioms can be a bit of a challenge for 
learners. Because, idioms cannot be translated directly, word-to-word. So, if it is 

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learned by teachers through various idiomatic games to make it quick, easy quality 
learning, it will be both interesting and useful for the learners. 
One of the effective activities to do with idioms is