Казахский государственный женский
педагогический университет Вестник №3(51), 2014 г.
92
РЕЗЮМЕ
Исембаева Л.А.,
старший преподаватель
(г. Алматы, Казахский государственный женский педагогический университет)
ИНТЕРАКТИВНОЕ ОБУЧЕНИЕ – ОДИН ИЗ НОВЫХ МЕТОДОВ В ПРОЦЕССЕ
ОБУЧЕНИЯ
В данной статье рассматриваются методы преподавания иностранного языка с
помощью инновационных и информационных технологий. В статье разработаны
полезные методики развивающего обучения на уроке иностранного языка. И указываются
пути их введения в учебный процесс.
Ключевые слова: технические инструменты, новые методы, информационное
общество, педагогическая технология,
метод кейс, модерация.
SUMMARY
Issembayevа L.A.
, senior teacher
(city Almaty, Kazakh State Women’s Teacher Training University)
INTERACTIVE
TRAINING –
ONE OF
THE
NEW METHODS
IN THE TEACHING
PROCESS
This article deals with the methods of teaching a foreign language with the help of
innovative and informational technologies. Also the ways of using useful techniques of
developing teaching at the lessons of foreign languages are designed.
Keywords: technical instruments, new technologies, information society, educational
technology, case method, moderation.
UDC 37.013
THE ROLE OF GAMES IN TEACHING AND LEARNING LANGUAGES
Z.B. Kulmanovа,
master, teacher
(city Almaty, Kazakh Economic
University named after T.Ryskulov)
Abstract: Famous British teacher and educator Andrew Wright in his books' Language
learning is hard work ... Effort is required at every moment and must be maintained over a long
period of time. Games help and encourage many learners to sustain their interest and work.
Games also help the teacher to create contexts in which the language is useful and
meaningful. The learners want to take part and in order to do so must understand what others are
saying or have written, and they must speak or write in order to express their own point of view
or give information.'
The need for meaningfulness in language learning has been accepted for some years. A
useful interpretation of 'meaningfulness' is that the learners respond to the content in a definite
way. If they are amused, angered, intrigued or surprised the content is clearly meaningful to
them. Thus the meaning of the language they listen to, read, speak and write will be more vividly
experienced and, therefore, better remembered.
Қазақ
мемлекеттік қыздар
педагогикалық университеті Хабаршы №3 (51), 2014 ж.
93
Keywords: games, motivating, relaxing, meaningful context.
Games offer students a fun-filled and relaxing learning atmosphere. After learning and
practicing new vocabulary, students have the opportunity to use language in a non-stressful way.
Games are also motivating. Games introduce an element of competition into language-
building activities. This provides valuable impetus to a purposeful use of language (Prasad
2003). In other words, these activities create a meaningful context for language use. The
competitive ambiance also makes learners concentrate and think intensively during the learning
process, which enhances unconscious acquisition of inputs. Most students who have experienced
game-oriented activities hold positive attitudes towards them [1,56]. An action research
conducted by Huyen and Nga, students said that they liked the relaxed atmosphere, the
competitiveness, and the motivation that games brought to the classroom. On the effectiveness of
games, teachers in Huyen and Nga's (2003) reported that action research reported that their
students seem to learn more quickly and retain the learned materials better in a stress-free and
comfortable environment.
If it is accepted that games can provide intense and meaningful practice of language, then
they must be regarded as central to a teacher's repertoire. They are thus not for use solely on wet
days and at the end of term!
Another
distinguished scholar, Aydan Ersoz, of USA noted them following:
Language learning is a hard task which 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.'
In Korea a noted teacher Lee Su Kim distinguished games as follows:
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.
There are many advantages of using games in the classroom:
1. Games are welcome break from the usual routine of the language class.
2. They are motivating and challenging.
3. Learning a language requires a great deal of effort. Games help students to make and
sustain the effort of learning.
4. Games provide language practice in the various skills- speaking, writing, listening and
reading.
5. They encourage students to interact and communicate.
6. They create a meaningful context for language use.'
Many experienced textbook and methodology manuals writers have argued that games are
not just time-filling activities but have a great educational value. W. R. Lee holds that most
language games make learners use the language instead of thinking about learning the correct
forms [3, 75]. He also says that games should be treated as central not peripheral to the foreign
language teaching programme. A similar opinion is expressed by Richard-Amato, who believes
games to be fun but warns against overlooking their pedagogical value, particularly in foreign
language teaching. There are many advantages of using games. «Games can lower anxiety, thus
making the acquisition of input more likely» [3, 147]. They are highly motivating and
entertaining, and they can give shy students more opportunity to express their opinions and
