The innovative methods in teaching foreign languages: the role of skill and translation in teaching namangan, uzbekistan

island,’ (Wright, Betteridge & Buckby, 2006, p. 73). In addition, students become 
more motivated and challenged when they participate in games. Games 
automatically create the sense of competition with a high spirit when one team 
competes with another. This is supported by Huyen and Nga (2003) who stated 
that “games also provide a competitive element that enhances effective learning as 
they keep learners interested in the content” (p. 8). Therefore, students are able to 
learn English more enthusiastically through the implementation of games. 
From the teacher’s perspective, games can be functioned as tools for evaluation. 
Gaudart (1999) claims that games not only enable students to apply acquired 
forms, but also allow them to experiment with new structures in non-threatening 
situations. He also adds that reviewing and extending can be made pleasant and 
entertaining through games. Since games provide students with a variety of ways 
to demonstrate their understanding, and competence, teachers can use these 
opportunities to gain a better understanding of their skills. In addition, games can 
be flexibly integrated into any segment of a lesson, whether it be at the beginning 
of the lesson to receive an indication of the student’s prior understanding; during 
the lesson to revise and practice the material; or at the end as a way of 
reinforcement and ‘reward’ for their concentration during the lesson.
Another function of games in a language classroom is that it can be used as a tool 
assessment. Philips and Popovic (2012) claims that games can be used as a means 
of assessment due to its nature which enables students to demonstrate their 
understating and competence. In language classrooms and programs around the 
world, test designers are experimenting with performance-based assessment which 
is a more student-centered agenda (Alderson & Banerjee, 2001, 2002). Instead of 
offering paper-and-pencil multiple-choice tests of a plethora of separate items, 
conducting performance based assessments give more direct and accurate testing 
results as students are assessed on how they apply their knowledge on stimulated 
realistic situations. In other words, when learners are measured in the process of 
performing the targeted linguistic acts, higher content validity is achieved (Brown 
& Abeywickrama, 2010). A prime example of this assessment is an oral interview 
which is found in some speaking-related games and activities (Wright, Betteridge 
& Buckby, 2006, pp. 24-42). A student is required to listen accurately to someone 
else and respond appropriately. The teacher can easily perform game-based 
assessments as the summative assessment through these enjoyable activities at the 
end of a lesson, unit, or term of study. These activities serve other purposes than 
entertainment. Students can benefit from personalized learning, acquiring 
conceptual understanding and knowledge transfer which can motivate students to 
develop the persistence they need to achieve mastery. 
For pedagogy variety, the delivery of syllabus should be supported by an 
appropriate variety of teaching aids as evident in games and other fun activities 
(Lightbown & Spada, 2011). Instead of executing the prescribed curriculum in the 
traditional ways, the teacher can now incorporate games as interesting activities 
into their teaching repertoire. Games should not be interpreted as activities used to 
fill up time when the teacher and the class have nothing to do but rather the heart 
of teaching a foreign language. A vivid example for this is when the teacher 

---

20
integrates grammar-related games as a variation when teaching in the prescribed 
curriculum and syllabus to enliven the lecturing, this ultimately leads to the 
achievement of the anticipated learning outcomes for both the teacher and 
students. In addition, the teacher can take on the role of a manager or organizer of 
activities instead of the role of a formal instructor, when playing games. This is 
not only a pleasant experience for the teacher but also effective in reducing 
teacher-student relationship barriers. Games can give variation to the range of 
learning circumstances and can also be used to change the rate of the speed of a 
lesson and also maintain the motivation of students. Since games can renew 
students’ energy before returning to formal learning, the real learning begins and 
students can use the target language much better they have practiced previously. 
All language games provide an effective and highly versatile pedagogic aid for 
language educators in EFL contexts when they are used appropriately and 
effectively.
Despite its advantages, games reap some criticisms on their implementation in 
language classes. Toth (1995) argues that teachers cannot play games in class 
because students make too much noise. Some students love to scream and shout in 
their desperate attempt to encourage the members of their team, especially in 
competitive games where the desire to win is high. Although every teacher is 
proud to see that their students are actively participating in the activity, this may 
prove to be quite disturbing for the teacher next door who is trying to silently 
conduct their lesson. Regarding this issue, Boerescu (2013) suggests that teachers 
can explain the situation to the class and ask students to keep the noise level to a 
minimum by setting up rules for a game. For example, students are only allowed 
to whisper when communicating with each other, anyone who breaks the rule is 
penalized. Another issue, some EFL teachers tend to occasionally communicate in 
the teachers’ and learners’ first language. This can be a hindrance in achieving 
communicative competence, especially speaking skills. Yolageldili and Arikan 
(2011) argue that in English language learning, particularly in young learners, 
there is a necessity to speak in the mother tongue between teachers and students 
since some games have a complicated structure and rules to understand. This will 
enable students to understand the intricate rules in English language classroom 
games and successfully participate in them. From a pedagogical perspective, a 
problem arises that games are regarded as are waste-of-time activities). Many 
teachers consider that the role of games is just a break from a monotonous 
teaching routine. They use games as activities preceding the main activities of the 
day or a time filler at the end of a course. Games are regarded as marginal 
activities to fill up spare time. However, Huyen and Nga (2003) argue that games 
can be used as a teaching tool for teachers to accomplish learning outcomes in 
class. Aside from their fun elements, with thorough preparation, games will have 
high pedagogical value (Richard- Amato, 1996). This is supported by the 
reasoning that the inclusion of games as an integral part in teachers’ language 
syllabus can be exerted as a diagnostic tool for highlighting students’ difficulties. 
In other words, games can function as a testing mechanism, which will expose 
areas of weaknesses and the necessity for remedial as well as getting immediate 

---

21
feedback for the teachers. Likewise, students can improve their performance in 
English class through fun activities consisting of reinforcing, reviewing, and 
enriching for the materials they have been exposed to and have done earlier. 
In conclusion, students’ competence and active participation in class have been 
stimulated by fun foreign language teaching methods to correspond with rapid 
changes in today’s curricula. This essay has highlighted the importance of games 
in English language classrooms from both students’ and teachers’ perspectives. 
Despite several criticisms, the use of games is regarded as the most effective way 
to teach language as it provides opportunities for realistic interactions and 
communication. Furthermore, games can also lower anxiety and increase 
motivation, ultimately making the acquisition of the language more successful. 
Through fun activities, the meaning of lexical and grammatical learning will be 
more clearly experienced and this will be instilled in students’ memory as well as 
the development of students’ social skills. Since games add variety to the learning 
atmosphere, teachers will benefit by reviewing and extending the materials in a 
pleasant and entertaining way as well as adding variation to their teaching 
repertoire. It is highly recommended for teachers to apply games as a main 
alternative strategy in the English language classroom. This encourages an active 
learning atmosphere as well as stimulates students’ interest in an English language 
classroom and ultimately delivering desired learning outcomes in EFL contexts.