Education of the republic of uzbekistan samarkand state institute

2.2. Benefits of implementing games in teaching English for young learners
On the off chance that you're similar to the educators in the Show Starter group, you appreciate knowing basically everything there is to know about the motivations behind why something works in your study hall. This is just the tip of the iceberg when it comes to the amount of research that has been conducted on play-based learning and designing the best classroom games for students. Regardless, there is solid evidence to support the use of games in education.
More Motivation According to studies, students' motivation can generally be increased by playing games in the classroom. After working out in class, students become more motivated to learn, focus, and participate. They can also help with class persuasion and make excellent homeroom the executives tools. Something important to remember: British researchers conducted a study in 2011 and found that classroom games were more effective at motivating students if the learning component was incorporated into the game itself rather than being added as an afterthought.
The ability of students to pay attention We all want our students to pay attention, but allowing them to play may appear to do the opposite. Of course perhaps not …
As games can move rapidly, an understudy should be ready and cautious for expanded periods, and an assemble by specialists at the School of Wisconsin in Madison found games genuinely benefit understudies by assisting them with frivolity their consideration and setting up the cerebrum in how to learn.
Students are able to experience the material in a variety of ways when different instructional philosophies, such as playing, are included in the homeroom. This makes it easier for them to concentrate after the development has finished.
Find out which of our favorite active games for teachers gets students moving and makes it easier for them to concentrate!
In a 2012 survey published in the journal Computers and Preparing, Taiwanese researchers looked at mechanized game-based learning for kids. They found that kids who set up their own metropolitan networks using proliferation games had better decisive reasoning skills than peers who looked into metropolitan networks in more conventional ways. The review is not the only one to find that interactivity-based training can encourage critical thinking in children. Similar findings were found in a 2016 audit at the School of Manchester: "playing savvy enlightening games could unequivocally influence adolescents' decisive abilities to reason and attract them in state-of-the-art mathematical thinking," according to the brief survey.
Language Improvement Youngsters learn language when they see it, which is the explanation scrutinizing is areas of strength for a for building language, and study corridor games integrate this. In point of fact, researchers from the College of Connecticut conducted a study and discovered that a game is not really language-centered enough to aid children in improving their language skills in grades K-12.
Developing Self-Esteem: A green bar that says "click print educate, see free printables now" There is a lot of bad talk about computer games; Stereotypes like "lonely in his mom's basement" are unfair, despite their prevalence.
However, harnessing children's enthusiasm for video games for classroom use through the use of games like Minecraft, which can be directly incorporated into a lesson, can have a significant impact on their self-esteem. Playing video games in the classroom was linked to students' feelings of pride and emotional connection to their classmates, according to an Australian study, though this seemed to be more common among boys than girls.
Enhanced Class Cooperation Despite the fact that studies have shown that children as young as three would rather participate in activities with other groups than on their own, it is not always easy to get kids to work well together. As per research directed at Nottingham Trent College in the Unified Realm, game play can altogether work on players' cooperative capacities. Through classroom games, students can improve their teamwork, turn-taking, respect, listening skills, and fair play.
Playing games with the frontal lobe of the brain is often thought to help older people remember more, but this is also true for kids. It has been demonstrated that playing games, in particular, really helps kids remember things, and the benefits last into adulthood!
Reaching them at their level Today's children are frequently referred to as "digital natives" due to the fact that they live in a world dominated by technology. Use games in the classroom to communicate with digital natives in a language they can understand, according to research. They are accustomed to a gamified experience everywhere they go.
The investigation is thorough, despite the oversimplified depiction. Children need to learn. When an example is effectively turned into a game, children are more receptive to learning, according to 1992 research.
Making Mistakes and Learning from Them Despite the fact that many games in the homeroom are about comprehending a concept, they are also about making mistakes and gaining knowledge from them. The socially significant advantages and significant reasoning development that we mentioned earlier are provided to students by this. In any case, Stanford analysts claim that when children lose, they figure out how to stop playing the game.
Using games in education is a great way to get hands-on, real-world experience learning. This can be especially crucial when designing lessons that appeal to a classroom's diverse student body.
Some students learn best by effectively engaging with the movement materials, while others gain the most benefit from reading them. Reading-focused students can benefit from homeroom games with headings, stories or situations, and other written content to process. While completing an activity based on the lessons' principles, experiential learners can investigate classroom concepts. Cooperative games and activities that require students to communicate with one another may be beneficial to students who thrive in discussions or concept explanations with their peers.
Through games and other learning activities, each student can learn the material in a way that best suits their learning style.
The classroom can be a great place to teach students how to collaborate and think critically by including games that are played as a team. Games demonstrate significant joint effort and decisive reasoning skills.
Skills for critical thinking and problem-solving The students work on a variety of problems individually and in groups to achieve a goal. Action plans may change in response to new problems. When discussing the best course of action, students can evaluate the risks. Throughout it all, students learn important decisive reasoning skills and develop plans for progress thanks to the need to plan and be flexible.

In group-based games that are played in the homeroom, understudies work together to achieve a common goal. When everyone on the team will either succeed or fail together, collaboration becomes more important.

At the beginning of an activity, understudies should discuss with their partners who will perform which group duties. They must each identify significant strengths in either themselves or their fellow students in order to accomplish this. The students must then plan the group's tasks and responsibilities in light of these characteristics. When additional challenges arise during the game, teammates must collaborate to rethink and overcome them.
Students learn about social and emotional skills through classroom games. When students play games in the classroom, important social-emotional learning skills like listening, communicating, and empathizing are reinforced, according to research.
The understudies need to talk to each other about what they want to bring to the action or what they think the group should do to solve problems. Moreover, they should screen how the group all in all perspectives jobs, choices, progress, and different points.
One of the understudies might decide to support one of the understudies over the group because they are generally calm. Or, before making a decision, students might think about the perspectives of everyone on their team when debating the best game strategy.
Social-close to home abilities are turning out to be progressively significant in schooling as we get familiar with their association with progress in later life. Homeroom games are a magnificent instructive apparatus for fostering these sensitive abilities.
Additionally, games are an important tool for classroom management. Games help understudies center and deal with the homeroom. By giving extra tactile encounters, exercises help with pulling together a homeroom. This is a useful outlet for students who have just returned from a break, are exhausted from long tests, or have encountered any other interruption that could affect their quick concentration.
More critical degrees of student responsibility in a class are in like manner enabled by this more unique method for managing learning. When understudies have more control over their growth opportunity, they become more engaged with the material, the conversations, and the sense that they belong in the study hall. In addition to contributing to increased student commitment and engagement, games provide this opening for inclusion and strengthening.
CОNCLUSIОN
Based on all of the information above it seems clear that games can and should be used as a teaching method when teaching languages. One reason why games could work well as a teaching method is because of the change that has occurred in teaching, where students have been becoming much more active in the whole learning process. Besides giving students a chance to be more active, games usually place the teacher in a background role, and therefore allow the students to take on more responsibility. It has also been made clear that games help create diversity and that can be very helpful in sustaining interest amongst students in the school. We have also learned that by creating diversity teachers are reaching out to a broader group of students and that is very important because students are individuals that differ from each other in so many ways. In addition we have discussed Gardner‟s theory of multiple intelligences and seen results from a study made in Reykjavík that along with the national curriculum of foreign languages in Iceland all confirm the need for diversity in teaching methods, and the first two even recommend the use of games in the language classroom. Besides creating necessary diversity in the classroom and being a good method for teaching, we must not forget that games are fun and that helps get students active in their learning. I think we can all agree on the fact that no matter what teaching method is being used learning does not take place without the student participating in the learning process. Aside from activating learners and creating diversity, games also create a comfortable and friendly atmosphere inside the classroom where students, especially shy students, might feel more comfortable in expressing themselves in the target language. Also games help students to get to know each other better, because many of them require more student interaction than other teaching methods might. Games can also be used to help recreate various situations from real life and therefore make the learning more real and give the students a sense of what they are doing is relevant. Another benefit to using games in the classroom is that children do mature through games and through playing games they learn many of society‟s rules and regulations. In addition when using physical games, children would get a change to get a necessary work out that is often lacking today, due to rapid change in our society. We have discovered that although games are supposed to be fun and easy there are certain things teachers need to keep in mind when using them inside the classroom. First of all the teacher needs to do everything in his or her power to make sure that all students have a good experience from playing the game. Also the teacher needs to keep in mind that not all games fit certain students and some cannot be played inside the classroom. When selecting a game teachers need to ask themselves, “What are the goals am I trying to achieve by playing his game?” and they have to make sure that the game they choose is not too easy but at the same time not too difficult. If teachers believe a certain game might be too difficult for their students they need to be aware that they need to augment the game to make it more fitting. Finally, teachers need to make sure they explain all rules in detail, that during the game they do not interrupt the flow of the game and to plan some sort of a follow-up activity after the game. I have discussed game categories and the complications that might follow categorizing games. Also we got to know one specific categorizing made by Ingvar Sigurgeirsson, where he divided games into the following categories: games for dividing larger groups into smaller groups, introduction-games, group games, physical games, savage hunt games, educational games, theoretical expression games, drawing- and coloring games, educational card games, word games, story games and question games. I took examples from almost every group and discussed how that particular game might be utilized in language teaching. Also I have discussed the use of games in the four language skills: writing, reading, listening and speaking, and there were many valid reasons why using games might help train each specific skill. Writing games for example, help provide important immediate feedback that is usually lacking when students train their writing skills in a more traditional way. Listening games could offer an important and more exciting alternative from the boring listening activities that some of us remember from school. Games could make reading more fun and provide students with a reason to read, which is important because of how essential the reading skill is. For example people need to know how to read in order to be able to learnhow to write. When it came to speaking games were able to serve the very important job of helping students train their fluency. Last but not least I have created 3 new games that I believe can be very beneficial in language teaching. I have linked them to what specific skill they practice and described them in detail, for example: their goals, which age group of students they suit, the necessary preparation and how long the game takes. I certainly intend to use them in my teaching in the future and I hope that someday they will be useful in other language classrooms too.