Teaching grammar through games

Аннотация

The primary aim of this article is to explore the effectiveness ofusing games in teaching grammar to young learners. There has been a movement away from the traditional methods of teaching English grammar through writing, rewriting and worksheets to using a more activeapproach through games. Key words: traditional methods of teaching, student – oriented, games, communicate, motivation,cooperation andcompetition. Researchers have also begun to look at how and why these new methods work. Additionally, games have the advantage of allowing the students to “practice and internalise vocabulary, grammar and structures extensively”. They can do this because students are often more motivated to play games than they are to do desk work. Plus, during the game, the students are focused on the activity and end up absorbing the language subconsciously. One can also add thatfun learning games usually contain repetition, which allows thelanguage tostick. Games increase learners’ proficiency in practicing grammar communicatively. With the help of grammar games, students can develop their ability in using language as they are given a chance to use language in thesituationswhich have apurpose. While games are motivating for the students, probably the best reason, according to scientists to use games is that “the use of such activities both increases the cooperation and competition in the classroom.” One can use games to add excitement through competition or games which create bonding among students and teacher. Learning a language requires constant effort and that can be tiring. Games that are amusing and challenging are highly motivating. Games allow meaningful use of the language in context. Children are more motivated to learn grammar withgames. The theory of intrinsic motivation also gives some insight as to why teaching grammar through games actually works. Intrinsic motivation refers to the internal factors that encourage us to do something. Most young learners will not internally decide that they want to learn grammar. They do not yet understand the concepts of why it is important to know proper grammar, so these external factors will not affect them much either. Instead, intrinsic motivation can lead encourage them to play games. If these games are good then they will be learning while they are playing. Teachers should be careful about choosing games if they want to make them advantageous. First of all, the teacher should decide on the purpose of a game. A game may seem appropriate and useful.Considering the level of the game is equally important while choosing games. Teachers must It is important to decide whether the level of the game fits students’ language level because a game may become difficult when it is beyond the learners’ level or it may become boring when learners find it too easy to carry on. When a game’s value in grammar teaching is considered, teachers tend to use them for practice or to reinforce a specific grammatical aspect of language only if a game is suitable for learners’ level so that the grammatical knowledge can be used easily as they are playing the game.In addition to all these, there are many other factors such as the size and the physical properties of the classroom, the equipment, materials and the timeavailable for agame. Using some movement is crucial because movement helps activate the students’ mental capacities and stimulate neural networks, thus promoting learning and retention. If you have a large class with no space you still have options. Children can stand up, sit down, move various body parts and pass things around to each other. Movement does not only mean children tearing around the playground. Have a clear linguistic outcome for each game. The game can be a Samarkand State Institute of Foreign Languages 416 ILMIYVAPROFESSIONALTA’LIMJARAYONIDAMULOQOT,FANVAMADANIYATLAR INTEGRATSIYASI listening game to allow the students to repeatedly hear a new grammatical structure in use, or it can be a speaking game to allow practise of the grammar once it has been absorbed through listeningbeforehand. There are degrees of difficulty with speaking games from basic repetition in a fun context to more creative sentence creation for revision or more advanced practise once the basics have been mastered.The teacher should lead the children through this progression so that the game at hand is always well within the grasp of the students. This makes games fun rather than laborious. It is a mistake to play a speaking game immediately after the new grammar has been presented. Ideally reading, spelling and writing games come after the new grammar has been absorbed and the students can use it orally. Another thing to watch out for with grammar games is that a maximum of students are involved simultaneously. If you have thirty children you want to avoid a game where only one child is speaking at a time. What are the other twenty-nine children supposed to do in the meantime other than get bored? On the