Kurs ishining tuzilishi

3.4.1 Discussion of Findings

The research findings do not support the working hypoqualification work that the main reason for using games in an English classroom according to students will be a break from the lesson and an opportunity to relax. Respondents appear to be quite responsible and conscious learners and realize the instrumental role of games in language learning.

In the last question, the respondents were asked to name their favourite games and describe them. Unfortunately, this open-ended question may have seemed too time-consuming to complete and many respondents left it unanswered. Some of them mentioned games but did not add their descriptions. The research findings do not support the working hypoqualification work that the main reason for using games in an English classroom according to students will be a break from the lesson and an opportunity to relax. Respondents appear to be quite responsible and conscious learners and realize the instrumental role of games in language learning.
In the last question, the respondents were asked to name their favourite games and describe them. Unfortunately, this open-ended question may have seemed too time-consuming to complete and many respondents left it unanswered. Some of them mentioned games but did not add their descriptions.
The objective was to collect information from secondary school pupils about their attitudes towards games in general and games played during English lessons. Ninety-nine per cent of all respondents play games. The most popular games are the computer-based ones played by nearly eighty per cent of respondents. According to survey results students play games on a regular basis: every day or every other day. The most important survey objective was to ascertain whether and how often the games are being used during English lessons. The answers varied according to the grade and the location of the school. Seventy per cent of all respondents - especially six-graders reported playing games.
CONCLUSIONS

The aim of the qualification work was to analyse conditions for using games and role plays for the purpose of developing learners’ speaking skills during English lessons in primary and secondary schools in Gulistan.

In the theoretical part I focused on the skill of speaking in general. I listed various definitions of speaking and speaking skills development from different points of view. The main emphasis was placed on language learners’ speaking skills development.
In the second chapter I provided classification and description of role play activities and games. I explained the difference between games and role play activities and stated reasons for utilizing and incorporating educational games into the classroom. At the end I suggested some ways of searching and storing games and gave several tips for playing games during English lesson.
The theoretical part revolved around the results of the research which was targeted at different groups of respondents. The objective was to analyse games and role plays from three different points of view: general public, primary and secondary teachers and sixth and nine-graders. The first group of respondents were asked to define “game” and “role play” and express their opinion about games used in teaching. Teachers of lower secondary schools were the second target group.