Kurs ishining tuzilishi

Grade	usually	often	sometimes	rarely	never
unknown
Grade 1	7	1	1	0	0	0
Grade 2	7	3	1	0	0	0
Grade 3	7	5	1	0	0	1
Grade 4	10	7	2	0	0	1
Grade 5	12	8	2	0	0	2
Grade 6	8	7	5	0	0	1
Grade 7	8	5	5	2	0	1
Grade 8	5	6	6	3	0	1
Grade 9	2	4	7	4	1	1

The results confirmed the hypoqualification work that the higher the grade is, the less likely the teachers will be to use games in the classroom As it was expected many higher grade teachers do not attach much importance to the great pedagogical value of games. Teachers may encounter great discipline problems, stubborn resistance or complete indifference.

They mentioned setting the positive class environment or revising and practising.

Reasons	Number of responses
To add variety to the lesson	22
To teach speaking and listening	21
Just for fun and relax	4
Others	5

As it is shown in the percentage graph below only eight per cent of teachers use games for entertaining purposes. As it was already mentioned in the theoretical part of this qualification work the entertaining aspect of the games is very important and should not be undervalued. Fun and pleasure are important features of the games.

Graph 9 Reasons
In the sixth question teachers were asked to write some games that they personally use during lessons. They play them very often outside the classroom in their free time. Teachers implementing the above mentioned games in their lessons hardly ever encounter problems in form of students’ reluctance or resistance to participate in them.


Graph 10. Types of Games
These two most popular games are followed by Chinese Whisper, Simon Says, Find a pair, Who am I and Word Soccer. These games can be adapted to any subject and any material being taught. Computer games are also mentioned. In recent years modern interactive white-boards have become almost a commonplace in Sirdarya region schools. Some teachers mentioned also rhymes and songs, which are not really games. Although there are songs which have some elements in common with games, e.g. Hokey Pokey or London Bridge, the majority does not.
3.3.1 Discussion of the Results
Although this survey did not cover large number of schools it clearly illustrates the attitude of Uzbek teachers towards games and role plays and their use during English lessons. The questionnaire was completed by thirty seven teachers, out of whom there were thirty-two women and five men. They came from different parts of Sirdarya region. The average length of their teaching experience was 13.82 years and the proportion of English qualified to non-qualified teachers was 17:20. On average, they were sixteen learners per class. The teachers used games once a week, usually at the beginning or at the end of the lesson. The reasons for using games that were most often mentioned by teachers were to teach in a more interesting way or to add variety to their lessons. The survey proved that the educational value of the games is rather undervalued. Teachers are utilizing them primarily from the first to fifth grade and later they start treating them more as a marginal activity introduced into the lesson at odd moments. The potential of the games therefore is not fully exploited. The games should be used in the central part of the lesson provided they are suitable and carefully chosen.