The role of games and technologies in teaching foreign languages Khasanova Kamila

Jizzakh State Pedagogical Institute E-mail address: khasanova@jdpu.uz Abstract: The article is devoted to educational gaming technologies and their application in foreign language lessons. The author discusses gaming technologies, gives a brief overview of modern game classifications, as well as gamification technology, its aspects and functions; the practical implementation of the theoretical foundations of game technologies in the design of the games, the goals and objectives of the game, mechanics and dynamics are described, examples of tasks performed by students in the course of the game are given; the results of applying the proposed game are analyzed. The functions and value of play forms of education in the educational process are revealed. Particular attention is paid to the classification of language and speech games. Based on the analysis of existing classifications, the authors propose their own classification, with an emphasis on creative and role-playing games in foreign language lessons. Key words: gaming technologies, classification of games, didactic games, role-playing games, gaming technologies, gamification, rules of the game, game tasks, motivation by the game, mentor. INTRODUCTION Game as a method of teaching, transferring social experience, has been used since antiquity. In a modern school, play activities are used by teachers: – as an independent technology for mastering a concept, topic and even a section of a subject; – as an element of a more general technology; – as a lesson or part of it (introduction, control); – as a technology for extracurricular activities. G.K. Selevko gives the following definition of gaming technology – “this is a type of activity in the conditions of situations aimed at the recreation and assimilation of social experience, in which self-management of behavior is developing and improving» [14, 256]. METHODS AND MATERIALS The concept of «play pedagogical technologies» includes a fairly extensive group of methods and techniques of organization the pedagogical process in the form of various pedagogical games. Unlike games in general, pedagogical play has an essential feature – a clearly defined goal of teaching and the corresponding pedagogical result, which can be substantiated, highlighted in an  explicit form and characterized educational and cognitive orientation [2, p. 140-146]. The place and role of play technology in the educational process, the combination of elements of play and learning largely depend on the teacher’s understanding of the functions of pedagogical games. Of particular note are the following: 1. Entertaining: the game is strategically – only an organized cultural space for the child’s entertainment, in which he goes from entertainment to development. 2. Communicative: play is a communicative activity that allows the child to enter the real context of the most complex human communications. 3. Self-realization of the child in the game: the game allows, with one on the other hand, to build and test a project for the removal of specific life difficulties in the child’s practice, on the other, to identify the shortcomings of the experience. 4. Therapeutic: play is used as a  means of overcoming various difficulties that students have during communication or learning. 5. Diagnostic: the game provides an opportunity for the teacher to diagnose various manifestations of the student (intellectual, creative, emotional, etc.). 6. Correctional: in the game, the process of making changes in the student’s personality structure occurs naturally. 7. Interethnic communication: the game allows the student to assimilate universal values, culture of representatives of different nationalities. 8. Socialization: play is one of the best inclusion of the student in system of social relations. The pedagogical value of the game, in our opinion, lies in the fact that it is the strongest motivational factor, since the child is guided by personal attitudes and motives. Gaming technologies contribute to the actualization of various motives of educational activity and, above all, such as: – motives of communication; – moral motives; – cognitive motives. The motivation of playing activity is provided by its voluntariness, possibilities of choice and elements of competition, satisfaction of needs, selfaffirmation, self-realization. [15] One of the urgent problems of modern methods of teaching foreign  languages is the organization of training children of different ages using gaming technologies. The urgency of this problem is caused by a number of factors. First, the intensification of the educational process sets the task search for means of maintaining students’ interest in the material being studied and enhancing their activities throughout the whole lesson. An effective means of solving this problem are educational games. Secondly, one of the most important problems of teaching a foreign language is learning oral speech, which creates conditions for the disclosure of the communicative function of the language and allows you to bring the learning process closer to the conditions of real learning, which increases motivation to the study of a foreign language. Involvement of learners in oral communication can be successfully carried out in the process game activity. We propose to classify the games used on foreign language lessons (FL), into two main groups: 1. Didactic games, which include grammatical, lexical, phonetic and spelling games, contributing to the formation of speech skills in students. In contrast to games in general, didactic play has an essential feature – a clearly defined learning goal. and the result corresponding to it, which can be substantiated, singled out in an explicit form and are characterized by an educational and cognitive orientation. In and through the didactic game, the players have to learn something. For didactic the game is characterized by the following: – communication with a specific educational goal; – the ability to repeat, interrupt or start over at any time; – openness, that is, the end of the game is not precisely defined; – adherence to explicit rules that may be changed by players; – satisfaction from participation, lack of «consequences» for playing (this activity should not be evaluated in any way). In our opinion, the fundamental difference between didactic games and exercises and tasks is that: First, the game does not have a predetermined pattern of behavior, and the participant himself chooses a possible version of speech interaction and evaluates the result of its implementation. The only limitation of the content and form of the game is educational material (the topic of the lesson, goal, planned results). Secondly, the game is usually adversarial, competitive. The student entering into a relationship with partners in the game, evaluates their strengths not only in comparison with other players. The game allows him to objectively assess their capabilities. Thirdly, in the game, students learn interpersonal and group communication, learn to choose the best means solutions (linguistic and non-linguistic) conflict situations. The game forms the ability to correlate their actions with the actions of other players, that is, to cooperate. G.Heyd divides didactic games used in foreign language classes into two large groups: 1) “games with language material ”and 2)“ language games ”[16]. The first correspond to classes aimed at systematizing the language material. At the same time, much attention is paid to the knowledge of grammar rules. Therefore, such games are well suited for training at the initial stage, but also for training individual structures at an advanced stage. Games with language material fully programmable, and therefore, to control. Wagner calls such games «transformed exercises», which do not have a game character, but only because of the presence of a competitive element are transformed into games. The author notes, “the closed nature of games, the leading role of the teacher, become the reason for the unsuitability of games of this kind for lessons speaking practice” [5]. But that doesn’t mean they can’t successfully have applied for certain purposes. Games with linguistic material are introduced formally for educational purposes and serve both to consolidate structures and grammatical rules, and to automate certain speech skills. The purpose of the game and its course can be easily planned in advance and unambiguously explain. They are suitable for teaching purposes in traditional pursuits. Games of this kind contribute to the systematization of foreign language material in a simple game scheme: bingo lotto, games in pairs, board games, crosswords, etc. Most often, these games are introduced to practice spelling or systematization of vocabulary. Didactic games «in the language» are used primarily to consolidate the skills of listening, reading, speaking and letters. [10, 88] A didactic communicative game presupposes such an organization of joint communicative activity teacher and students, during which the features of the speech behavior of schoolchildren are simultaneously manifested and foreign language communication skills are formed. 2. Creative, role-playing is one way teaching foreign languages. Concepts such as role play, simulation, drama, and acting are often used interchangeably, but in reality they have different meanings The difference between RPG and simulation is authenticity roles played by students. When simulating, students play my natural role, in other words, the role in which they play in real life (for example, the role of a buyer or booking tickets for transport). In a role-playing game, students play a role that they do not play in real life (for example, a prime minister or a rock star). You can role-play consider as one of the components or element of the simulation. Thus, in a role play, participants assign roles that they play in the scenario. Simulation focuses on how one role interacts with other roles, rather than playing out individual roles. Anyway, role play prepares students for social interaction in a different social and cultural context. Thus, role play is a very flexible educational an activity that has a wide range of possibilities for variety and imagination. In role-playing games, various communication techniques are widely used, thereby developing fluency in the language, classroom interaction and increased motivation. RESULTS AND DISCUSSION Role play improves speaking skills students in any situation, because almost all educational time in the role-playing game is allotted for speech practice, while not only the speaker, but also the listener is as active as possible, so how he should understand and remember the replica of the partner, correlate it with the game situation, determine how relevant it is the situation and the task of communication and correctly respond to it. For shy students, role play helps by providing a mask with which students have difficulty communicating are released. Plus, it’s fun and most students agree that pleasure leads to better learning. In turn, role-playing games can be classified as follows: 1. Short-term role-playing game, which is the simplest and fastest way to conduct a game of duration from 10 to 30 minutes. It can be built from text or dialogue. An example of this game can be presented in the form of an interview. Students are divided into pairs, after which they are given pictures depicting various problem situations (pollution, deforestation, lack of food in zoos). One of the students takes on the role of the interviewer, the other the role of the respondent. The task is to describe the problem and propose a solution. The game component is that among the students, experts are also appointed, whose task is to draw up a criterion for assessment and subsequently evaluate all the speakers and point out the mistakes made. During this game there is a high  motivation and desire of students to show yourself, because one of the evaluation criteria can be artistry. 2. A full-fledged role play in which students are provided with a description of the situation and their roles. The duration of this type of games, on average, takes one or two lessons. As an example, consider verbal role-playing games. The the archetype of games occurs through the verbal interaction of participants describing the actions of their game characters, and a mentor, in the role of which a teacher can act, describing the realities of the game world. One of the most famous board word games is Mafia. Role-playing game «Mafia» is very popular all over the world, and allows you to play her, both in the classroom and in extracurricular activities using the Internet. Pupils, paying attention to the course of the game, begin to speak spontaneously. Their goal is to convince the rest of the players that this or that participant is a mafia / doctor / sheriff. Application of this game in the framework of the lesson helps students develop their communicative competence, teaches them to defend their point of view, persuade and motivate take the initiative. 3. Long-term role-playing games, is a more complex type of games lasting from a series of sessions or more. When preparing long-term role-playing games, the teacher should provide students with handouts, introduce students to the gaming setting through a Case Study, and provide students a clear definition of the game situation. In this archetype of games, students are given the opportunity to create your playable character. Students can choose gender, race, age, profession, depending on the proposed game. [12] An example of these games is the Dungeons and Dragons series, a board roleplaying game. In D&D, students try on a role fantastic heroes with their own skills and characteristics. The teacher takes on the role of a mentor who creates and  describes an adventure in which the heroes of the students take participation by setting goals for them to fulfill and giving rewards for motivation. The purpose of this game is to get students to work together, solving problems and puzzles that are in front of them. puts the teacher in the process of exploring the world of the game. Thus, allowing you to achieve the main goal – the development of communicative competence. The characters created by students during this game can be used in subsequent lessons, giving students the opportunity to be who they want, thereby turning monotonous stories about themselves into fascinating stories. 4. Computer roleplaying games. It’s hard nowadays imagine a person unfamiliar with computer role-playing games. Moreover, in the 21st century, a child spends most of his free time at the computer. It is computer games can motivate a student learning foreign language and play a huge role in its self-development. For those teachers whose students have free access on the internet, computer role-playing games can be good choice. These games give interested students the opportunity to establish direct contact with people from all over the world who have common interests but who should use. English for communication, thus highlighting the value language learning in addition to school grades. Most computer role-playing games have an opportunity for training both listening and reading skills. The games have many stories, dialogues, screensavers presented on foreign language. Definitely, it is difficult to use a computer role-playing game to learn grammar, but an experienced teacher is quite capable of creating an algorithm for training exercises. [3] An example of a computer role-playing game is Minecraft. This game is made in the style of a sandbox, the participants of which can build and survive, cooperating with others players. Computer role-playing games, with the right approach, can help students learn not only a foreign language, but history, geography and other subjects, as well as contribute the formation of the student’s metasubject skills. However, when using computer games, it is important to follow the rules that help preserve the health and eyesight of students, as well as not to allow a good hobby to tear them away from reality. CONCLUSION Thus, gaming technology occupies an important place in the educational process. Wide variety of role-playing games allows you to use them in any part of the curriculum. At in this they are a very useful tool for making learning a foreign language interesting and memorable. Role-playing games provide a positive emotional state of students and a communicative focus of the lesson. Play activities are the most attractive for schoolchildren, which affects the effectiveness of teaching a foreign language. Games have a positive effect on the formation of students’ cognitive interests, contribute to conscious development foreign language. They contribute to the development of such qualities, as independence, initiative, ability to work in a team. 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