Game technology as a tool of developing interest in foreign language learning

Contents

 

Introduction                                                                         1. Theoretical aspects of technologies of foreign language teaching.                  1.1 Effective technologies of foreign language teaching.                             1.2 The use of games in teaching of foreign language.                                2. Game technology as a tool of developing interest in foreign language learning 2.1 Classification of games 2.2 Disclosure of the concept of the game 2.3 The classification of educational games in a foreign language learning Conclusion Bibliography Appendix

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Introduction

 

At present time the problem of increased psycho-emotional stress on students. Application of game forms of training helps to reduce pressure on the students' information. During the game, the child unconsciously possessed training material training opportunities for games has long been known. Many prominent educators rightly drawn attention to the effectiveness of games in the learning process. And this is understandable.

We believe that in the game are especially full of unexpected and sometimes a person's ability, especially a child. In the school the special place is occupied by such forms of employment that provide an active part in the lesson, each pupil, increase the authority of knowledge and individual responsibility for the results of the school pupils' work. The present method and practice of teaching children in elementary school focuses on the optimal combination of different forms, methods and teaching aids. This allows us to more effectively address training and education objectives of the program.

But learning tasks performed in class, often determine the monotony of intellectual activity of students by implementing a training goal - securing knowledge, and skills development. This adversely affects the development of students and the future of learning. Recent years, significantly changed the priorities of primary education. Today, its main goal is the development of creative student's personality. Ask the children - If they love stories and games? Sure, all the answer - yes.

The game is one of the most important means of intellectual and moral education of children. Great importance to the game as an educational tool attached by A.S. Makarenko, "What child is in the game, is that in many ways it will work when she grows up. Therefore, education of the future leader is, above all in the game. "Lessons from the use of games and game situations are an effective means of training and education, as the rest of the traditional construction of the lesson and the introduction of the game story attracted the attention of the entire class. The content of the game - it's always a number of learning tasks. In the game pupils get into a situation that allows them to critically assess their knowledge in an active step, cause this knowledge into the system. The urgency of this problem is caused by the need for improving methods of psycho-pedagogical influence on the emerging personality of the child to develop self-sufficiency of children, intelligent, communicative and creative abilities.

Under the conditions of modern life, most parents can not provide free time to communicate with children and their development (working late, at the best time to check homework.) Educational and cultural level of the parents is low (higher education in 21% of parents of students). Hence we see that parents, in most cases, unable to develop the thinking of their children.

In today's school observed intensification of the educational process, the complexity of programs designed for the use of logical reasoning and creative abilities of pupils of primary school.

The game helps to develop visual, auditory perception system of the students. Make the lesson interesting and accessible, helping to increase the activity of children to learn skills and improve the quality of education. Game is especially the organized activities requiring mental and emotional stress forces. The game always involves making a decision - what to do, what to say, how to win? The desire to resolve these issues aggravates the mental activity of the players. And if the child is at the same time to speak a foreign language? Do not lurk there a rich learning opportunities? Children, however, do not think about it. For them, the game is first of all - fun. Therefore, in our view, the goal of the game forms of learning - not only the formation of pronunciation, vocabulary and grammar skills, but also the development of interest in the target language.

The purpose of this course paper is to analyze the possibility of using gaming technologies as a tool of developing interest in foreign language learning.

To achieve this goal it is necessary to solve the following tasks:

• To study the literature on the issue of the use of games
• To analyze the different approaches to the classification of gaming technologies.
• Highlight features of the use of game technologies in English learning.

Object of the work is Game technology of English learning.

Subject: The use of gaming technologies as a tool of developing interest in foreign language learning.

The learning process is designed to carry out educational, educational and developmental functions of these functions, the learning process carried out conventionally, as the distinction between the processes of education, training and personal development are relative, and some aspects are common. Conditional release of these functions is necessary in practice for teacher training and goal-setting process, the diagnosis of the results.

The structure of the course work is Content, Introduction, the theoretical part, the practical part, conclusion, bibliography and appendix.

 

 

 

 

 

 

 

 

1. Theoretical aspects of technologies of Foreign language teaching.

1.1 Effective technologies of foreign language teaching.

Educational function of the learning process involves the assimilation of the individual scientific knowledge, the formation of educational skills. Function of the learning process is to create a system of values ​​and emotional relationship of personality to the world and the totality of its qualities. Function of the learning process determines the development of general and special abilities of the individual and mental processes. Features of the learning process be regarded as unacceptable in isolation performed. They are complexly interwoven cause and effect relationships, when one of the functions is a consequence of the other, while the cause of the third. Thus, the discipline of education, social activity creates the conditions for effective learning. A study, in turn, helps educate those qualities.

The main aims of education is considered to be:

• creation of favorable conditions for the mental, moral, emotional and physical development of the individual all-round development of their skills, ensuring students receive a strong knowledge and principles of science and the ability to replenish their own;
• universal education to the level corresponding to the rapid development of science and makes it possible to adapt to the modern world;
• the idea of ​​the general, intellectual and moral development of the individual means of humanization of education;
• citizens on the basis of a highly universal moral values ​​that can lead an active life, work and creativity;
• the international standards for the construction of programs for children with high intellectual ability: deepening the content of programs, the development of high-level thought processes, the development of understanding of students' own abilities;
• a person with a developed intellect and high culture, ready to be a conscious choice and development of vocational education programs.

The main aims in teaching students a foreign language are:

• formation in children of primary communication skills in foreign languages​​, foreign language skills to use to achieve their goals, the expression of thoughts and feelings arising in real communication situations;
• a positive setting for the further study of foreign languages; revival of interest in the life and culture of other countries;
• active-creative and emotional-aesthetic attitude to the word;
• linguistic abilities of students with their age-appropriate structure for the older preschoolers, if personality, it is possible to see the world from different perspectives.

Constructivist teaching strategies

One of the primary goals of using constructivist teaching is that students learn how to learn by giving them the training to take initiative for their own learning experiences.

According to Audrey Gray, the characteristics of a constructivist classroom are as follows:

* The learners are actively involved

* The environment is democratic

* The activities are interactive and student-centered

* The teacher facilitates a process of learning in which students are encouraged to be responsible and autonomous

Examples of constructivist activities

Furthermore, in the constructivist classroom, students work primarily in groups and learning and knowledge are interactive and dynamic. There is a great focus and emphasis on social and communication skills, as well as collaboration and exchange of ideas [1]. This is contrary to the traditional classroom in which students work primarily alone, learning is achieved through repetition, and the subjects are strictly adhered to and are guided by a textbook. Some activities encouraged in constructivist classrooms are:

* Experimentation: students individually perform an experiment and then come together as a class to discuss the results.

* Research projects: students research a topic and can present their findings to the class.

* Field trips. This allows students to put the concepts and ideas discussed in class in a real-world context. Field trips would often be followed by class discussions.

* Films. These provide visual context and thus bring another sense into the learning experience.

* Class discussions. This technique is used in all of the methods described above. It is one of the most important distinctions of constructivist teaching methods. {1}

Role of teachers

In the constructivist classroom, the teacher's role is to prompt and facilitate discussion. Thus, the teacher's main focus should be on guiding students by asking questions that will lead them to develop their own conclusions on the subject.

David Jonassen identified three major roles for facilitators to support students in constructivist learning environments:

* Modeling

* Coaching

* Scaffolding [6; 45-46]

Jonassen recommends making the learning goals engaging and relevant but not overly structured.

Learning is driven in CLEs by the problem to be solved; students learn content and theory in order to solve the problem. This is different from traditional objectivist teaching where the theory would be presented first and problems would be used afterwards to practice theory.

Depending on students' prior experiences, related cases and scaffolding may be necessary for support. Instructors also need to provide an authentic context for tasks, plus information resources, cognitive tools, and collaborative tools. [6; 34]

Constructivist assessment

Traditionally, assessment in the classrooms is based on testing. In this style, it is important for the student to produce the correct answers. However, in constructivist teaching, the process of gaining knowledge is viewed as being just as important as the product. Thus, assessment is based not only on tests, but also on observation of the student, the student's work, and the student's points of view {2}. Some assessment strategies include:

• Oral discussions. The teacher presents students with a "focus" question and allows an open discussion on the topic.
• KWL (H) Chart (What we know, What we want to know, What we have learned, How we know it). This technique can be used throughout the course of study for a particular topic, but is also a good assessment technique as it shows the teacher the progress of the student throughout the course of study.
• Mind Mapping. In this activity, students list and categorize the concepts and ideas relating to a topic.
• Hands-on activities. These encourage students to manipulate their environments or a particular learning tool. Teachers can use a checklist and observation to assess student success with the particular material.
• Pre-testing. This allows a teacher to determine what knowledge students bring to a new topic and thus will be helpful in directing the course of study. {1}
• Jigsaw and RAFT activities.

Communicative Teaching Method

The "communicative approach to the teaching of foreign languages" - also known as Communicative Language Teaching (CLT) or the "communicative approach” - emphasizes learning a language through genuine communication. Learning a new language is easier and more enjoyable when it is truly meaningful.

Communicative teaching is based on the work of sociolinguists who theorized that an effective knowledge of a language is more than merely knowing vocabulary and rules of grammar and pronunciation. Learners need to be able to use the language appropriately in any business or social context.

Over the last three decades, theorists have discussed (and continue to discuss) the exact definition of communicative competence. They do agree, however, that meaningful communication supports language learning and that classroom activities must focus on the learner's authentic needs to communicate information and ideas.

Grammar, pronunciation, and vocabulary are, of course, necessary parts of effective communication. With the communicative method two primary approaches may be taken. Some teachers prefer to teach a rule, and then follow it with practice. Most, though, feel grammar will be naturally discovered through meaningful communicative interaction.

The communicative approach is a flexible method rather than a rigorously defined set of teaching practices. It can best be defined with a list of general principles. In Communicative Language Teaching (1991), expert David Nunan [7] lists these five basic characteristics:

1. An emphasis on learning to communicate through interaction in the target language.

2. The introduction of authentic texts into the learning situation.

3. The provision of opportunities for learners to focus, not only on language but also on the learning process itself.

4. An enhancement of the learner's own personal experiences as important contributing elements to classroom learning.

5. An attempt to link classroom language learning with language activities outside the classroom.

As these features show, the communicative approach is concerned with the unique individual needs of each learner. By making the language relevant to the world rather than the classroom, learners can acquire the desired skills rapidly and agreeably.

 

1.2 The use of games in teaching of foreign language.

 

Games ought to be at the heart of teaching foreign languages. According to Fredericksen (1999), games create “a bridge between learning and doing”. At all levels of education, games have amazing power to engage, challenge, intrigue, and delight students who may resist more conventional materials. 
Applications of games also require careful planning. In order to make the classroom games enhance language learning, games must be “purposeful, relevant, and educational” (Fredericken, 1999). For games to be a successful element in the teachers' tool kit, it is important that they contain the following characteristics.

1. A game is governed by rules. Playing just to pass the time will not have the effect. To make a simple activity into a game just gives a couple of rules and that is all.
2. A game has objectives. One of the rules and probably the main one is the achievement of an objective. This objective can be something like making points for correctness or finishing an activity first.
3. A game is a closed activity. Games must have a beginning and an end. It must be easy for the players, or the teacher, to know who is about to reach the aim.

(4) A game is novel. Work sheet and drills do not usually appeal to the curious and imaginative nature of most students. Games have delighted students over the years simply because they provide a novel approach to understanding concepts and mastering skills. They also teach social and academic skills in a natural way, in cooperative teams or one-by-one with the teacher, rather than in the traditional, hierarchical classroom. 

1. A game needs less supervision from the teacher. This must be understood as linguistic supervision. Sometimes the game is conducted by the teacher who acts as a judge, scorer and or referee.

1.2  Advantages of Games in Primary School English Teaching 
There are many advantages of using games in the classroom. They can transform a boring class into an interesting one. They can give shy students more opportunities to express their opinions and feelings. Games are enjoyable for both teachers and students. 
Language learning is a hard task that can sometimes be frustrating. Constant effort is required to understand, produce and manipulate the target language. Well-chosen games are invaluable as they give students a break and at the same time allow students to practice language skills. Games are highly motivating since they are amusing and at the same time challenging. Furthermore, they employ meaningful and useful language in real contexts. They also encourage and increase cooperation. Games are highly motivating because they are amusing and interesting. They can be used to give practice in all language skills and be used to practice many types of communication. There is a common perception that all learning should be serious and solemn in nature and that if one is having fun and there is hilarity and laughter, then it is not really learning. This is a misconception. It is possible to learn a language as well as enjoy oneself at the same time. One of the best ways of doing this is through games. 
The main reason why games are considered effective learning aids is that they spur motivation and students get absorbed in the competitive aspects of the games. Naturally, when playing games, students are trying their best to win. Therefore, it is possible for a teacher to introduce students to new ideas, grammar, and knowledge and so on. As in the dictation game, students are so competitive that they want to finish first and win. It can be clearly seen that games can capture students' attention. They can motivate students to learn more. Moreover, they can transform a boring class into a challenging one. 
Another reason why games are frequently used in language classes is that they can relax students' tension in the classroom. In conventional classrooms, there is a lot of stress put on students who try to master the target language. Schultz (1998) said, “Stress is a major hindrance in language learning process. This process (learning language in a traditional way) is by its nature time-consuming and stress-provoking. As a result, it raises the stress level to a point at which it interferes with students' attention and efficiency and undermines motivation. One method has been developed to make students forget that they are in class, which is to relax students by engaging them in stress-reducing task (games).” 
Also, playing games in the classroom can enormously increase students' ability in using language because students have a chance to use language with a purpose in the situations provided. Hadfield (1990) confirms “games provide as much concentrated practice as a traditional drill and more importantly, they provide an opportunity for real communication, albeit within artificially defined limits, and thus constitute a bridge between the classroom and the real world.” Like in a traditional classroom, students have an opportunity to drill and practice using grammatical rules and other functions. 
When choosing a game, the teacher should be careful to find an appropriate one for the class in terms of language and type of participation. There are a great number of language games. So teachers have a variety of choices. However, in deciding which game to use in a particular class and which game will be the most appropriate and most successful with the students, teachers must take many factors into account. 
According to Carrier (1990), teachers should first consider the level of the game to fit their students' language level. They should choose the game that fits the purposes of that class or the content. Moreover, teachers should consider students' characteristics: whether they are old or young, serious-minded or light-hearted, and highly motivated to learn or not. They should also consider when the game should be used because there is a big difference between using the game in the morning and in the afternoon, on Monday and Friday. 
In addition to the factors mentioned, teachers should also be able to play and overact sometimes to help students feel comfortable and want to join the activity. This means teachers should thoroughly understand the game and its nature and be able to lead the game. 
Games should be regarded as an important part of an English lesson, but the whole syllabus should not be based on games only even for young learners. Remember that a game for a game's sake is of no use. The teacher should choose a game that will let students practice their target language. 
There is a common perception that all learning should be serious and solemn in nature and that if one is having fun and there is hilarity and laughter, then it is not really learning. This is a misconception. It is possible to learn a language as well as enjoy oneself at the same time (Lee, 1995). 
Games ought to be at the heart of teaching foreign languages. Rixon (1981) suggests that games be used at all stages of the lesson, provided that they are suitable and carefully chosen. At different stages of the lesson, the teacher's aims connected with a game may vary: 
“1. Presentation. Provide a good model making its meaning clear. 
2. Controlled practice. Elicit good imitation of a new language and appropriate responses. 
3. Communicative practice. Give students a chance to use the language.” 
At the beginning of the class, using games can warm them up and review the previous time's language. They sing, dance and remember the previous work all at the same time. During the process of the class, using games makes it so much easier to teach the new language. The purpose of the game is also for the kids to practice the target English and good for the teacher to see if the kids have mastered the language or if they need more practice. At the end of the class, playing games ends the lesson on a high spirit so that they are looking forward to the next lesson. 
Unless the learners know what they are expected to do and how to do it, the aim cannot be achieved and the game cannot be played, so the teachers should give clear rules as many as possible. 
However, rules are always difficult to negotiate. That is why most teachers carefully plan the rules for the games they wish to play. But although rules are carefully planned, it seems to be universal that students like breaking some of them while playing. This breaking of the rules can also turn out to be extremely dangerous and harmful to the environment in the class for it may cause quarrels, especially among children and adolescents. Students must be very aware of the importance of the rules of the games they are playing and there must be a kind of honor code or ground rules that participants must follow while playing. The understanding of rules makes 70% of a successful activity.