O‘zbekiston respublikasi xalq ta'limi vazirligi
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Travelling Heads Together
Step 1: The team is given a task. They discuss until they arrive at an answer and make sure they all agree about it and can defend it. Step 2: A student from each team (e.g. with the aid of a student selector5) goes to the next group, where (s)he explains the team's answer. Travelling heads together is a variation of the structure Numbered Heads Together, which is categorized as a Mastery structure. In the original structure, where the selected student gives the answer to the whole class, the emphasis is on the work done in the first team to master the material. But when the student is instead sent on to the next team, the structure becomes just as much an information-sharing structure, as the presentation to the new team is not only proof of the material having been mastered but also a sharing of this new knowledge. One can thus choose to let various teams work on various questions and share the answers in this way' 20 Currently, the main principle of the modern educator is not only focused on the impact of each student, his personal settings, but also optimization of the joint activities of students. Great help in providing this training and educational games. They activate the learning process and compared with the traditional form of the classes have some advantages. Recently, in pedagogy, as well as in many other fields of science, is changing the practices and working methods, in particular, all the more widespread of various games. First of all, the implementation of gaming techniques directly related to the number of common social and cultural processes to search for new forms of social organization and cultural relations between the teacher and students. The need to improve students' communication culture in the didactic process is dictated by the need to improve the cognitive activity of students, stimulate their interest in the subject. Tuning the processes occurring in a country that embraced all spheres of our lives: increased contacts with foreign countries, the opportunity to communicate with other people at all levels (inter-state communication, tourism, student exchanges and student, etc.) This, in turn, necessitated the study of foreign languages. Communication in any language requires a large vocabulary, which is accumulated over several years. It follows that to study the language should begin in early childhood. This caused a search for new methods of teachers to enable children to effectively and efficiently, and most importantly with interest to learn a foreign language. Given the fact that interest is the best stimulus to learning, to try to use every opportunity to relieve the child through play activities in learning the language. The use of games in the English lessons promotes communicative activity character education lessons focus on the psychological development of students means the language is spoken, optimization of intellectual activity of students in the learning process, the complexity of learning, development and intensification of its forms of group work. We all know that is easier to memorize something that is interesting, 21 but it is interesting that exciting, does not cause boredom. In an entertaining form of a game you can work out and repeat the course material, greatly add to your active vocabulary, and strengthen the skills to get the correct spelling of English words. The game has great significance in the life of a child, has the same significance as an adult activity, work, service. The game only seems outwardly carefree and easy. In fact, it imperiously demands that playing gave her the maximum of its energy, intelligence, persistence, self-sufficiency. Game forms of learning can be used at all levels of learning, from the reproductive activity by transforming the main goal - creative-search activities. Creative-search activity is more effective if it is preceded by reproducing and transforming activity in which students learn the techniques of teaching. 22 CONCLUSION The findings of the study reveal that Uzbekistan pupils learn a foreign language both for extrinsic and intrinsic reasons. In view of the understanding that intrinsic motivation is very important in promoting success, it is essential that students, whose initial reason for taking up a foreign language course is extrinsic in nature, be constantly encouraged with the hope that they would come to love the learning process. The evidence in the study also suggests that compulsory foreign language requirement may have enhanced intrinsic motivation. Therefore, foreign language program providers in Uzbekistan need to take into consideration different impulses due to different policies which lead students to learn these foreign languages. The content of the courses and the methods of classroom teaching can then be planned based on the different needs and motivation of the learners. Realizing the importance of producing graduates who are competent in foreign languages in order to compete globally, it is necessary for institutions of higher learning to encourage their students to be interested to learn foreign languages as motivation has been found to influence success, rate of attrition, interest and enrollment rate. Hence, efforts in enhancing the motivation should continue so that foreign language ability is realized as an asset to graduates of Uzbekistan institutions of higher learning for their future career. In the present qualification work we attempted to investigate the problem of game using at English language lessons, one of the main problems in theory of English grammar teaching. We chose the theme of our qualification work because we interested in it. We used different kind of references to investigate the role of games in teaching English. Recently, using games has become a popular technique exercised by many educators in the classrooms and recommended by methodologists. Many sources, including the ones quoted in this work, list the advantages of the use of games in foreign language classrooms. Yet, nowhere have we found any empirical evidence for their usefulness in vocabulary presentation and consolidation. Though the main objectives of the games were to acquaint students with new 23 words or phrases and help them consolidate lexical items, they also helped develop the students' communicative competence. The use of games during the lessons might have motivated students to work more on the vocabulary items on their own, so the game might have only been a good stimulus for extra work. Although, it cannot be said that games are always better and easier to cope with for everyone, an overwhelming majority of pupils find games relaxing and motivating. Games should be an integral part of a lesson, providing the possibility of intensive practice while at the same time immensely enjoyable for both students and teachers. Our research has produced some evidence which shows that games are useful and more successful than other methods of vocabulary presentation and revision. Having such evidence at hand, we wish to recommend the wide use of games with vocabulary work as a successful way of acquiring language competence. The present material can be used at the lessons of grammar, practical course of English language, lexicology, and speech practice in both: universities and English classes at schools. This paper can help to create the teaching aids, textbooks, etc. Teachers and students might use the results of the present work for the further investigations. RECOMMENDATION I recommend you to use technologies not always, it's good to new techniques as computer with speakers, projector, TV-set, audio, e-board, e-book and etc. at language learning, but we should not forget about real books. Using various activities and games more effectively and pupils interested in it. So I prefer using pair and group work if I'm in the classroom, because not all pupils are active and using of pair or group work can connect them with more active pupils and I just hope that they're knowledge will be better. And in my opinion individual work is more effectively when I work alone with this pupil or maybe able to work by eye contact even in the class with all pupils. Let's talk about CLIL method: We may do our group activity not always in the classroom, I think it will be better if we go outside of classroom this method can connect your activity with nature or P. I. Inside we can 24 connect with other sciences as biology, mathematic, chemistry and etc. So my recommendation is using all methods of language learning and I believe that your pupil will be active and more interesting, also may increase their knowledge as soon as possible. Alison, J. 1993. Not bothered? Motivating reluctant language learners in Key Stage 4: London: CILT. Argyle, M. 1969. Social Interaction. London: Tavistock Press. Benson, P. 2000. Teaching and researching autonomy in language learning. London: Longman. Chambers, G.N. 1999. Motivating language learners. Clevedon: Multilingual Matters. Covington, M. 1999. Caring about learning: The nature and nurturing of subject- matter appreciation. Educational Psychologist, 34: 127-36. Daniels, R. 1994. Motivational mediators of cooperative learning. PsychologicalReports, 74: 1011-22. Dornyei, Z. and Otto, I. 1998. Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics (London: Thames Valley University), 4: 43-69. Dornyei, Z. 2001. Teaching and Researching Motivation. England: Pearson Education Limited. Ehrman, M. E. and Dornyei, Z. 1998. Interpersonal dynamics in second language Education: The visible and invisible classroom. Thousand Oaks, CA: Sage. Good, T.L. and Brophy, J.E. 1994. Looking in classrooms. 6 th edition. New York: HarperCollins. Little, D. 1991. Learner autonomy 1: Definitions, issues and problems. Dublin: Authentik. 25 MacIntyre, P.D. 1999. Language anxiety: A review of the research for language Teachers. In Young, D. J. (ed.). Affect in foreign language and second language learning. Boston, MA: McGraw-Hill, pp. 24-45. Rogers, C. 1991. On becoming a person. Boston, MA: Houghton Mifflin. Ushioda, E. 1997. The role of motivational thinking in autonomous language Learning. In Little, D. and Voss, B. (Eds.). Language centres: Planning for the new millennium. Plymouth: University of Plymouth, CERCLES, Centre for Modern Languages, pp. 39-50. Wenden, A. 1991. Learner strategies for learner autonomy. Hemel Hempstead: Prentice Hall. Wright, T. 1987. Roles of Teachers & Learners. Oxford: Oxford University Press. Young, D.J. (ed.). 1999. Affect in foreign language and second languagelearning. Boston, MA: McGraw-Hill. Philip Morgan. Motivation and emotion. New York. 2001y. www.oxford.com www.oxfordjournals.org 26 Download 0.96 Mb. 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