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OF LEARNING A FOREIGN LANGUAGE
Tursunova Dilrabo Olimovna
English teacher of the secondary school №3
Navoi, Karmana
Annotation:
Modern education is becoming personal-oriented for each child. The expected
result of education is not just getting a certain amount of knowledge, but the cognitive and personal
development of the child.
Key words:
educational game, foreign language, learning.
The state educational standard considers the construction of the educational process taking
into account the age, individual, psychological and physiological characteristics of the pupil.
There is a rethinking of the functions of participants in the educational process: the teacher
from the information transmitter becomes a tutor, who skillfully manages the learning process.
The functions of the pupil are active, able to process information and able to apply their
knowledge in practice. At the heart of teaching any subject at school (and English is no exception),
there are general didactic principles and specific principles that are relevant only for each subject.
The general didactic principles include: scientific, visibility, accessibility, affordability,
individualization, systematicity and consistency, consciousness, etc.
But specific didactic principles include: the principle of communication orientation, the principle
of taking into account the native language, the principle of differentiation and integration. Among
the listed specific principles for the subject-English at school, the leading one is still considered to
be the principle of communication orientation. This means that throughout the learning process,
pupils must constantly engage in oral and written communication.
This principle is fundamental in learning a foreign language teachers need to create such
conditions in the classroom that pupils feel the need to learn a foreign language. It is important that
pupils feel progress from lesson to lesson and that they not only want to be in the lesson, but also
to be an active participant in it. It is very important for a teacher to think through a positive attitude
to language learning and develop pupils’ internal motives. For English as a foreign language
culture, the means of motivation for cognitive, developmental and educational activities are very
important, which, in the end, will develop communicative motivation. In school, games are a
powerful motivator for arousing interest in the subject.
However, the game in the lesson is not conducted for fun and entertainment. This is a specially
organized part of the lesson that requires the application of mental effort and emotions on the part
of pupils. The teacher should carefully consider the necessity, role and place of play in the lesson
and should remember that even the best game cannot replace organized learning. Each game
should also be subject to specific training tasks. The best way to use the game is to consolidate and
expand knowledge.
The game should be developing and educating. We cannot fail to note the huge advantage of
the game over other educational techniques: the game has a powerful driving force: motivation
and all participants have the desire to play and win. Before playing a game in the classroom, you
have to think about the topic, goals and objectives, i.e., to prepare for the game. The next stage is
the conduct of the game. At this stage, the teacher, as a good conductor, must direct the game in
the right direction and achieve the goals set by the game.
At the end of the game, the result must be summed up. The mistakes made are analyzed. The
lesson should create a favorable atmosphere for children to listen, imitate, speak, read in English,
reason, be able to compare and do it with pleasure. In conclusion, the conclusion is in favor of
using game techniques in the lesson:
- the game accelerates the process of memorizing lexical units,
- the game promotes the growth of interest in the material being studied,
- improves the quality of learning,
- allows you to individualize the learning process.
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