THE ROLE OF GAMES FOR DEVELOPING FOREIGN LANGUAGE SKILLS OF YOUNG LEARNERS

THE ROLE OF GAMES FOR DEVELOPING FOREIGN LANGUAGE SKILLS OF YOUNG LEARNERS

Taleha Ahmadova

English-language instructor of Azerbaijan State Pedagogical University,

Azerbaijan, Baku

ABSTRACT

Many different articles have been written about the importance of using games in the learning process. In addition, games are a great tool to help you engage in interesting activities and create motivation. According to Piaget, "Children actively learn and think." In Vygotsky's words, "Children participate through social interaction." Adult learners communicate the world to children through games, stories, questions and ideas. As a result, the relationship between adult and young learners is very important. “Children learn more freely when adults structure their learning,” says Bruner. According to Jean Piaget, identifying the identity of the universal stages of juvenile seizures, based on their formal logic and age. “Children learn more effectively when adults structure their learning,” says Bruner. Teachers should use projects to stimulate the interest of young children. In conclusion, games play an important role in the learning of younger students.

Keywords: Language, games, teaching, young leaners, interaction.

Language acquisition is a challenging process. The process of learning a new language is really laborious. One must make an effort to comprehend, repeat accurately, adapt, and employ newly learnt language in conversation and writing work. Every moment demands effort, and that effort must be maintained for a considerable amount of time. Playing games helps many students focus and complete their work, and it is recommended. Students could merely wish to play games for fun's sake. Teachers, on the other hand, demand stronger justifications. Teachers must consider which games to use, when to use them, how to link them to the curriculum, textbook, or program, and the various ways in which these games will benefit students (Khan, J. 1996).

A language game must have clear rules, a clearly stated goal, and be fun in order to be successful. When choosing a game, we should take into account the following factors:

1. What language is the game intended for?

2. What skills does it develop? The language talent may be centered on any of the four main language skills: speaking, reading, and writing.

3.Which type of game is this?

4. What purpose does using it serve?

5. Is it suitable for the pupils? How might I make it more straightforward

or complex if it's necessary? Many games need to be modified when used in accordance with the students' demands. Is there a lot of participation and interaction? We wish to acquire

Games are a fantastic tool for kids, especially those who are very young, to learn a language. Children are able to participate in games without feeling anxious because they enjoy them. Children can be greatly encouraged by playing games, which are also often known to kids in terms of structure, rules, etc. This familiarity gives them a connection to the children's home life. Since they involve all of the kids and may suit a range of personalities and learning styles, games are often inclusive activities. Additionally, they are naturally repeated exercises that increase input and frequency of the intended elements without boring kids. Despite certain language restrictions (such as "Is that a...?"), a simple guessing game that can be played repeatedly with kids. The students won't get bored repeating the structure because it's a part of a game and serves a genuine communication purpose. Games are simple, structured activities that may only utilize a few words, but they are important to children because they include their complete selves (cognitively and emotionally), creating deep associations with the language used. A child learning a foreign language for the first time might benefit greatly from games. First-time language learners in children need some time to get used to the rhythms and sounds of the new language. They must be exposed to language before they attempt to produce it. Young people vary in their eagerness to try their hand at manufacturing; some are frightened and need more time. As a result, games give kids an essential tool for listening to and understanding language without having to speak it. Last but not least, playing games with others helps people learn social skills like cooperation and coexistence. The main goal of language games is not to pass the time or introduce pupils to one another.

They should be enjoyable and entertaining. They are not only a fun diversion from normal activities, but also a means to get the learner to utilize the language throughout the game. Similarly, Jill Hadfield (1990) defined games as "an activity with rules, a goal and an element of fun." There are several language games available. As a result, teachers have a number of options. Teachers must consider a variety of criteria when picking which games to employ in a given class and which games would be most acceptable and successful with their pupils. According to Carrier (1990), teachers should first assess the game's level in order to match the language level of their pupils. They should select a game that is appropriate for the class objectives or topic. Teachers should also evaluate the qualities of their pupils, such as whether they are elderly or young, serious or light-hearted, and extremely driven to study or not. They should also think about when they should play the game. Even while games are frequently linked with enjoyment, we should not lose sight of their instructional usefulness, according to Richard-Amato (1996), especially in second language teaching. Games are beneficial because they motivate kids, reduce their tension, and allow them to communicate with one another. Games are great learning aids because "they inspire motivation and students become highly immersed in the competitive components of the games; furthermore, they strive harder in games than in other courses" (Avedon, 1971). When playing games, kids are naturally motivated to win or defeat other teams for themselves or their team. They are quite competitive when playing because they want to take turns playing, scoring points, and winning. Students will undoubtedly engage in the activities in class. As a result, a teacher can introduce pupils to new concepts, grammar, and information, among other things. Students are as competitive as they were in the dictation game, and they want to finish first and win. It is apparent that games have the ability to engage students' attention and involvement. They have the ability to inspire kids to desire to study more. Furthermore, they have the ability to turn a dull lesson into a stimulating one. Another reason games are so popular in language lessons is that they help pupils relax in the classroom. In traditional classes, pupils are put under a lot of pressure to master the target language. Schultz (1988) said that

"...Stress is a major hindrance in language learning process. This process is by its nature time consuming and stress provoking... ...raise the stress level to a point at which it interferes with student attention and efficiency and undermines motivation. ..... One method has been developed to make

Students forget that they are in class.... Relax students by engaging them in stress-reducing tasks (games)."

Because pupils are confronted with unfamiliar or unknown grammatical structures, vocabulary, texts, and so on, there is a significant degree of stress in the classroom. As a result, students frequently feel uneasy and apprehensive in class, affecting their ability to learn. As a result, games can help kids feel less anxious, more at ease, and more eager to learn. Students are said to relax and enjoy themselves while they play games. Because students are aware that they are participating in a game and wish to communicate effectively, they are unconcerned about making mistakes and do not attempt to correct themselves in every sentence. Students' fluency and natural speaking skills might improve when they are free of concern and tension. Following that, pupils learn without even recognizing it (Schultz, 1988.) When playing the game "What Would You Do If?" for example. Students will have to choose one hypothetical question from a list of options in a box. "What would you do if a lion entered this classroom?" They could be asked. Then students must choose one of their already prepared answers. "I'd be a fly," they could receive as a response. Because the question and the answer rarely match, students must rely on their imaginations to explain their unusual response, and everyone enjoys listening to it. "If a lion walked into this classroom, I would transform into a fly because I am a nice person," the explanation would go. "An angel would come and rescue me by converting me into a fly." Students don't bother about grammar errors when they're attempting to explain anything because they want to communicate and explain why it may happen. Apart from having fun, pupils are unconcerned about making mistakes or receiving punishment; also, they will learn a grammatical rule and have the opportunity to apply it. As a result, kids learn instinctively, without even recognizing it. Students stop worrying about language and start using it in a natural and spontaneous way in the classroom (Schutz, 1988.) Another benefit is that it improves pupils' competency. Students' capacity to utilize language increases dramatically when they play games in the classroom because they have the opportunity to use language for a specific goal in the scenarios offered. "Games give as much concentrated practice as a regular drill," according to Hadfield (1990), "and more crucially, they provide a chance for actual dialogue, albeit within artificially imposed limitations, and hence provide a bridge between the classroom and the real world." Students have the ability to drill and practice using grammatical rules and other functions, just as they would in a typical classroom. Lee, on the other hand, stated that there is a widespread belief that all learning should be serious and solemn in tone, and that if one is having fun and laughing, then one is not truly learning. This is a misunderstanding. It is possible to study a language while also having fun. Games are one of the most effective methods to accomplish this. There are several benefits to employing games in the classroom, including: 1- Games provide a nice respite from the language class' typical routine.

2- They are energizing and demanding.

3- Learning a language takes a lot of work; games assist students in making and maintaining that effort.

4- Games allow students to develop speaking, writing, listening, and reading skills.

5- They inspire kids to speak and connect with one another.

6- They provide a relevant environment in which to utilize words. Mei and Yu-jing claimed in a study article that games are enjoyable for youngsters. Children experiment, discover, and engage with their surroundings through games. Students may learn English by playing games in the same manner that children learn their mother tongue without even realizing they are learning; as a result, they can learn a lot without feeling stressed, and even timid students can participate positively. They explain how to pick a game. A game has to be more than merely entertaining.

• The competition in a game should be "friendly."
• A game should engross and enthrall all of the pupils.
• Instead of focusing on the language itself, a game should inspire pupils to concentrate on how they use it.
• Students should be able to study, practice, or review specific language topics while playing a game.

Students may want to play games just for the sake of having fun. Teachers, on the other hand, require more compelling explanations. Teachers must examine which games to employ; when to use them; how to connect them to the syllabus, text book, or computer program, and how various games will benefit students in different ways.

References:

1. Avedon, M.E. and B.S.Brian. 1971. Learning through Games. The Study of Games. New York: John Wiley & Sons, Inc: pp 315-321.
2. Byrne, D. 1995. Games. Teaching Oral English. Harlow: Longman Group UK Limited: pp 101-103.
3. Carrier, M. 1990. Take 5: Games and Activities for the Language Learner, UK: np. Pp 6-11.
4. Creative games for the language class by Lee Sukim, (Forum) vol.33No 1, January-March 1995.
5. Games for language learning, (second edition), by: Andrew Wright, David Betteridge and Michael Buckby.Cambridge university press, 1984.
6. Games. Hong Kong: Thomus and Nelson and Nelson and Sons Ltd.
7. Hadfield, J. 1990. A Collection of Games and Activities for Low to Mid-Intermediate students of English. Intermediate CommunicationHong Kong: Thomus and Nelson and Nelson and Sons Ltd.