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THE GAME METHOD IN TEACHING ENGLISH TO YOUNGER SCHOOLCHILDREN
The educational possibilities of the game method have been known for a long time. The effectiveness of using the game method has been noted by many scientists involved in the methodology of teaching foreign languages. This is due to the fact that during the game, the abilities of any person, especially a child, are especially fully and sometimes unexpectedly manifested. (A.V. Konsheva 2006; 19)
There are many definitions of the game. By the definition of J. Harfield "game is a type of activity in situations aimed at recreating and assimilating social experience in which self-management behavior develops and improves". (Harfield, J. 1990; 5)
A.V. Konysheva identifies the following functions of gaming activity:
entertaining (to give pleasure, to arouse interest);
communicative (mastering the dialectic of communication);
diagnostic (identification of deviations from normative);
behavior, self-knowledge during the game);
game therapy (overcoming various difficulties);
arising in other types of life activities);
self-realization (manifestation of abilities and hidden opportunities);
interethnic communication (assimilation of common sociocultural values for all people);
socialization (inclusion in the system of public relations);
aesthetic (the pleasure that is experienced from the game).
There are several classifications of games in the methodology of teaching a foreign language. They are distinguished 4 types of games: language, communication, role-playing and business. Language games are designed to develop skills and abilities based on the material of various language signs - from syllables to micro-texts. Such games include lotto, crosswords, dice games, cards, mazes, word/sentence making, etc. The specifics of such games are: static, conducting them as competitions, unambiguity or limitation decisions, reproductive activity. Language games are designed for the initial stage of learning and represent various exercises for practicing in pairs or groups in order to consolidate and activate language material, as well as with their help, simple utterances are taught. Communicative games teach communication through reproductive and productive exercises. They are conditioned by certain situation and are associated with the implementation of one or two speech intentions. It is not necessary to have roles in this kind of games, but they are not excluded. Most often, they use imaginary situations, called simulations in the English-language methodological literature. Role – playing the game is a game of entertainment purpose, a type of dramatic action, the participants of which act according to the set by them roles. During such games, students act according to the nature of their role and the internal logic of the action environment, as well as create or follow a pre-created plot. The success or failure of the actions of the participants of the game is determined by the previously adopted rules. During the game, improvisation is allowed within the set rules, determining the direction and outcome of the game. Using this game, you should pay attention to the fact that achieving the goal is not the main task of the role-playing game. It can be character development, exploration of the world.
In the English lesson, the game can be used as a means to increase the effectiveness of the lesson. This effectiveness is manifested in the following:
games that are properly planned and organized, arouse and maintain interest in learning English among students. Anticipating the joy of the game, students are waiting for an English lesson with pleasure;
the game excites children's involuntary attention, which leads to an improvement in discipline, since the game requires submission to discipline, honest implementation of the rules;
when conducting an interesting game, children have a desire to learn, memorize English, practically master it;
games generate student activity. But the teacher should direct this activity in the right direction – to fulfill the set goal: the assimilation of language material, practical mastery of the language. Otherwise, ultra-high activity can develop into a violation of discipline;
for a short period of time, the game contributes to the creation of a "language environment" in or out of the classroom.
The game helps to relieve stiffness in the lesson, especially if the element of competition is excluded from it or minimized. Under such circumstances, a weak and shy student will feel more confident and will take part in the game more actively if the goal of the game is just fun, and not counting points and victories. Although the competitive element often adds animation and increases activity, it is he who puts pressure on the psyche of students to such an extent that they are afraid not to cope with the task. This leads to the fact that shy and lagging students are taken out of the game.
The game method in the English lesson can be used at any time. However, it all depends on the specific working conditions of the teacher. A game held before the start of the lesson, which takes five minutes, will make it easier for students to get into the learning rhythm, refresh their memory, and arouse interest in learning new material. Moreover, this is the most productive way to repeat the studied material, because during the game, students have to repeatedly use the knowledge they have gained in practice.
If the teacher feels that the attention of the students has begun to disappear, then he or she can stop the lesson by creating a brief game situation, and then continue classes with attentive and fresh children.
At the end of the lesson, the game will be useful, because in anticipation of the rest, the students work with great enthusiasm. It follows from this that the teacher can finish the lesson "on a high note", which will make students look forward to the next lesson with impatience. (D.J. Strainberg 2004; 23)
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