Педагогические  науки/ 5.Современные методы преподавания.

EdM A.A.Pazylova, EdM A. Ospanova

Turebekova Aydana, Saiyp Baktygul

students of the specialty "Foreign language: two foreign languages"

University "Sirdariya, Kazakhstan"

Games in foreign language teaching in the Kazakh group

Teacher motivation is not only about the motivation to teach but also about the motivation to be a teacher as a lifelong career. A career view underlines the temporal dimension of motivation in terms of a vocational situation. The steps on a career path activate long-term success in a challenging manner as intrinsic pleasure of being involved in one’s profession and different extrinsic rewards with career advancement are important.

Teaching is known as one of the most successful professions. There are several reasons why teachers burn out: emotional exhaustion, as the result of emotional and physical overworking (trying to do too many things in a short time); depersonalization when teachers have negative attitudes towards their colleagues. The third reason is the lack of personal accomplishment [1].

Another de-motivating factor is lack of intellectual challenge. Without discovery new

knowledge, skills, many teachers teach the same subject. So they can “lose a spark”. The fifth reason is restricted autonomy. Standardized tests, federal curricula. And general mistrust with increasing administration demands is in this aspect. According to Hargreaves teachers need positive emotions to affect their self-determined motivation [2]. Self determination theory underlined three universal psychological needs: competence, autonomy and relatedness.

It is essential to choose games which are appropriate to the class in terms of language and type of participation. Having chosen an appropriate game, its character and the aims and rules must be made clear to the learners. It may be necessary to use the mother tongue to do this. If the learners are unclear about what they have to do, chaos and disillusionment may result.

Many teachers believe that competition should be avoided. It is possible to play the majority of games in this work with a spirit of challenge to achieve, rather than to 'do someone else down'. We believe that it is wrong and counter-productive to match learners of unequal ability even within a single exchange or challenge. The less able learner may 'give up' and the more able develop a false sense of his/her own achievement. We also believe it is wrong to compel an individual to participate. For many such learners there will be a point of 'readiness' to participate similar to the state of 'reading readiness' in young children. Learners reluctant to participate might be asked to act as judge and scorers.

As with all events in the classroom, it is advisable to stop a game and change to something else before the learners become tired of it. In this way their goodwill and concentration are retained.

We believe the teacher should never interrupt a game which is flowing successfully in order to correct a mistake in language use. It would suggest that the teacher is more concerned with form than with the exchange of ideas. In general, we think it better for the teacher to note the error and to comment on it later.

Any games or activities which involve language and your learners enjoy are language-learning material. You can find 'new' games by studying magazines, newspapers, radio and television programmer, party games and indeed by asking your learners. If you can create these games in the classroom and the language is appropriate, then they are useful. It is usually difficult to find a new game for specific language practice just when you need it. It is a wise precaution to collect and file games for use whenever you happen to come across them. Games without materials can be described as in this book and filed in a binder. Games with visual materials could be kept in similar-sized envelopes bound in the same folder. It is helpful if the description of the game is written on the outside of the envelope and the visuals and handouts kept inside.

When collecting games it is important to note what language need only be understood by the players and what language must be used by them. Thus, the language level is determined by the type of use, not just the structures and vocabulary items themselves.

Students should start using dictionaries as early as possible, from Intermediate upwards. With adequate training, dictionaries are an invaluable tool for learners, giving them independence from the teacher. As well as understanding meaning, students are able to check pronunciation, the grammar of the word (e.g. verb pattern verb forms, plurality, comparatives, etc.), different spelling, style and register, as well as examples that illustrate usage[3].

His most important contribution was to highlight the importance of vocabulary as being basic to communication. We do agree that if learners do not recognize the meaning of keywords they will be unable to participate in the conversation, even if they know the morphology and syntax. On the other hand, we believe that grammar is equally important in teaching, and therefore in our opinion, it is not the case to substitute grammar teaching with vocabulary teaching, but that both should be present in teaching a foreign language.

Bibliography

1. G.G.Artyushina, O.A.Sheypak, A.O.Atryushina

English language teacher motivation, Conference ICL2009 September 23 -25, 2009 Villach, Austria 1(4) p.3-4.

2. Hargreaves, Andy: The emotional practice of teaching. Teaching and teacher Education, 1988, 14/8, p.835-854.

5. G.V. Rogova. Methods of teaching English. Moscow (1983).