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CENTRAL ASIAN JOURNAL OF LITERATURE, PHILOSOPHY AND CULTURE
Volume: 03 Issue: 04 | April 2022
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ISSN: 2660-6828
© 2022, CAJLPC, Central Asian Studies, All Rights Reserved
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Copyright (c) 2022 Author (s). This is an open-access article distributed under the terms of Creative Commons Attribution
License (CC BY).To view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/
time learn certain disciplines [1]. However, it should be emphasized that game methods in the educational
environment are not mindless earning points or ratings. Any gaming technology is aimed at realizing
professional goals. According to P. Varenina, game teaching methods are not limited to entertainment
purposes, but are a phenomenon that can transform into creativity, the development of professional skills and
the formation of interpersonal relationships [7].
S.V. Titova and K. V. Chikrizova note that when applying gaming practices, reality does not turn into a game,
since participants are only given game settings for practicing certain professional skills [1]. Touching upon the
psychological aspect of gaming practices, the authors emphasize that the goals of their implementation are to
increase the involvement of students in the learning process, as well as to replace external motivation with
internal one [5].
Emotional interest in classes increases, there is an incentive for cognitive activity. Based on personal
experience, we can note that the attendance of classes has also improved significantly. It became interesting
for students to learn new material through the use of gaming techniques. Thus, the use of game methods in
education causes the mobilization and activation of students, increases their involvement in the subject being
studied, increases motivation, promotes the realization of their creative potential, develops a spirit of rivalry
and healthy competition, and also brings elements of pleasure.
Teaching foreign languages in a non-linguistic university (financial or technical) requires special attention,
since these subjects are not the main ones. Because of this, the motivation for learning can be significantly
reduced, and attendance at seminars can decrease. Therefore, there is a need to introduce a certain zest into the
learning process. The use of gaming methods has always been considered an effective and expedient method
of teaching, since it is in this area of education that there is a vast field for its implementation.
According to Akhmedova M., the gaming technique allows developing not only communication skills in a
foreign language, but also critical thinking, communication and professional skills, teamwork skills, as well as
tolerance [1]. Denisenko N.N. notes that the effectiveness of playing in a foreign language directly depends on
the friendly atmosphere and creative atmosphere at the seminar, as well as on careful planning of the plot of
the game in advance [3]. In addition, the use of the game in the study of a foreign language helps to reduce the
level of tension, better assimilation of complex lexical and grammatical structures, and also increases the
strength of assimilation of foreign language material.
According to Boryakova E.E., Shtayura O.V., often in the process of learning students have a common
psychological difficulty - the fear of making a mistake. The introduction of gaming methods contributes to a
change in the organization of the educational process, in which the student begins to perceive the educational
process not as a difficult barrier, but as an opportunity to acquire new knowledge [2]. As a result of this, the
student becomes more liberated, tries to speak without fear of making a mistake when communicating in a
foreign language, which allows him to overcome the language barrier.
In our classes, we often use the case method. This game method significantly helps to cope with the
psychological difficulties of students. According to Akhmedova M., the method of cases in the format of the
game has a number of advantages: the critical thinking of students develops, their activity increases,
communication and problem-solving skills expand, partnership develops [1]. Cases are based on descriptions
of real situations and allow students, both individually and in a team, to look for ways to solve a particular
problem. Our experience has shown that the most effective and interesting cases are those that are held in two
competing teams, the players receive points for the most logical solutions to the problems posed. This
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