Uchinchi renessans: ilm-fan va ta’lim taraqqiyoti istiqbollari

“Uchinchi renessans: ilm-fan va 
ta’lim taraqqiyoti istiqbollari”
 
 
ISSN 2181-1784 
523 
w
www.oriens.uz
2021
 January
 
To sum up, the main argument for adapting the materials is not only to ensure a 
better fit between our teaching and the needs of our pupils but also to stand back from 
the routine of our daily teaching and consider it from a different perspective. 
Grammar games also lend themselves well to revision exercises helping learners to 
recall a grammar material in a pleasant, entertaining way. All authors referred to in 
my report agree that even the grammar games resulted only in noise and entertained 
students, they are still worth paying attention to and implementing in the classroom 
since they motivate learners, promote the communicative competence, and generate 
the fluency. However, can they be more successful for presentation and revision than 
other techniques? My teaching practice proves that the answer to this question is 
absolutely affirmative. 
REFERENCES 
1.
Spada, N. 1987. 'Relationships between instructional differences and learning 
outcomes: A process-product study of communicative language teaching. ' 
Applied Linguistics 8: 137-61.
2.
White, L. 1991. 'Adverb placement in second language acquisition: some effects 
of positive and negative evidence in the classroom.' Second Language Research: 
p.133-61. 
3.
World Book Encyclopedia Vol.3 p.48 Chicago 1993. 
4.
Internet: http://www.tesol.org/ – various publications
5.
Internet: http://www.oxforduniversitypress.org.uk/ – various publications 
6.
Internet: http://www.universityofottawa.ca/teachen glish/ - various publications 
 
 
 
 
 

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