ACADEMIC RESEARCH IN EDUCATIONAL SCIENCES VOLUME 1 | ISSUE 3 | 2020

ISSN: 2181-1385
Scientific Journal Impact Factor (SJIF) 2020: 4.804

THE ROLE OF TEACHING VOCABULARY COMPETENCE IN ENGLISH

Mamlakat Ruzmetova Firyuza Orazova Gulnoza Kayumova

Chirchik State Chirchik State Chirchik State
Pedagogical Institute Pedagogical Institute Pedagogical Institute

ABSTRACT
In article are considered questions of the efficient use to playing technologies in
process of the education.
Keywords: the teaching devices, time-fillers, competition

INTRODUCTION
According to the Decree of the President of the Republic of Uzbekistan “On
measures to further improve the learning of foreign languages” on September 13, 2016
since 2016/2017 academic years learning of foreign languages, mainly English, step
by step in all territory of the Republic began with the first classes of comprehensive
schools in the form of game lessons and lessons of informal conversation. [1] That the
question we began to examine is, “Do games help students learn vocabulary effectively
and if so, how?”

LITERATURE REVIEW AND METHODOLOGY

Learning vocabulary is a hard work, so attempt is required to understand,
produce and manipulate the target words. Games help and encourage many learners to
learn target language more easily. They also help teachers to create contexts in which
the target words are useful and meaningful; they also bring fun for students, thus help
them learn and retain new words more quickly. In other words, game-based learning
can create a meaningful context for language learning process. After learning and
practicing new vocabulary through games, students have the opportunity to use
language in a non-stressful way. [2] Games are advantageous and effective in learning
vocabulary. They are motivating because they usually involve friendly competition and
create cooperative learning environment, so students have an opportunity to work
together. [3] They improve students’ communicative skills and they have a chance to
use the target language Therefore, vocabulary games bring real world context into the
classroom, and enhance students' use of English in a flexible, communicative way. The
role of games in teaching and learning vocabulary cannot be denied. Games are an
important part of a teacher’s repertoire. The purpose of games in the learning process
is to reinforce what has already been taught. During the game, learners are engaged in
an enjoyable and challenging activity with a clear goal. Often, students are so involved
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 ACADEMIC RESEARCH IN EDUCATIONAL SCIENCES VOLUME 1 | ISSUE 3 | 2020
ISSN: 2181-1385
Scientific Journal Impact Factor (SJIF) 2020: 4.804

in playing the games that they do not realize they are practicing language. So games
can provide vocabulary practice. Vocabulary games facilitate initial practice and
periodic revision of vocabulary in an enjoyable context, thus making classroom
vocabulary study an amusing and satisfying experience for teacher and student at the
same time. Some games are played with the whole class, often with the students divided
into two teams, while others can be played in pairs or small groups. Successful learning
is only on the right way to lead the process. Good learning atmosphere and method can
guide the students to learn more and meaningful. To accomplish such condition,
teachers must create variety type and attractive methods for the class. What should a
teacher do if their students get bored? Using a variety type of games can be an
alternative solution to handle this problem. Through this work I want to share
experiences about how to teach English vocabulary by using games. 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.
According to Khan, ‘‘Games are activities governed by rules, which set up
clearly defined goals”. Games consist of fantasy, ritual, competition, and luck that are
interesting for children. These things make games enjoyable. It means games reduce
boredom. When games are used, the situations of classroom become alive and natural.
Games create situations that make children’s need and want to use English. [4]
explained that it occurs because in games language is linked by action. Thus, games
are appropriate to the principal of language accompanying action. As a technique of
teaching games involve children actively. Through games, all children can get the
opportunity to succeed in learning. Children are very fond of games. If they learn
through games, they will enjoy and relax in learning. As stated by Paul [5] “They will
take what they learn through games and use it in daily life’’. Besides that, games have
comfortable environment, so that they will be able to take a risk and try something
new. Teachers need to use games that students like and they do not use too many or
too few kinds of games. Too many kinds of game will make them focus on games, not
English. Too few games will make the game too predictable so that the games are not
challenging. Based on the statements above, we can say that in teaching vocabulary the
teacher should be able to create some various fun activities. The aim of that way is to
make the student easier in understanding the materials and easier in memorizing the
new words. Through experiences with situations in which a language is used by the
student, they will be easy to learn and used the language.

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 ACADEMIC RESEARCH IN EDUCATIONAL SCIENCES VOLUME 1 | ISSUE 3 | 2020
ISSN: 2181-1385
Scientific Journal Impact Factor (SJIF) 2020: 4.804

RESULTS AND DISCUSSION

Besides, we also know that young learners have a high curiosity in learning
something new. But they will be able to get bored easily if there is the same method in
teaching. So the various kinds of fun activities are needed to attract them and increase
their attention in learning English. By those opinions above, it can be concluded that
games as “the teaching devices” are perceived as mere time-fillers, “a break from the
monotone of drilling” or playful activities. I recognize that many teachers often
overlook the fact that in a relax atmosphere, real learning takes place, and students use
the language they have been exposed to and have practiced earlier.
Teachers should employ vocabulary games that stimulate the students and entice
them to participate. Teachers should consider games which are appropriate to students’
age, cultural background and interests, and teacher also should consider activities
where students can experience success. According to Bradley games have some
characteristics that are advantageous to languages learners as follows;
First, games engage all students in the learning process. When students play
games in pairs or groups, they have the opportunity to recognize and appreciate the
contribution of others and use team-building skills. Some classroom games focus on
individual working to win against all other peers in the class. This type of game works
well with students who are highly motivated and competitive.
Second, games provide an opportunity for collaboration and cooperation.
Classroom games provide an opportunity for students to collaborate and cooperate with
each other, while working towards a common goal-winning in some games, students
are paired or grouped, which may lead to peer tutoring and the use of cooperative skills
in order to win. They may not realize that they are actually learning, but they are
working together towards a common goal.
Third, games provide an enjoyable learning experience. Creating a fun an
enjoyable learning environment is a large first step toward motivating students.

CONCLUSION
In summary, games are useful and effective tools that should be applied in
vocabulary classes. The use of vocabulary is a way to make the lessons more
interesting, enjoyable and effective.
Making learning vocabulary more active, sometimes games create problems for
both students and teachers as well. Games cannot be successful if the teacher does not
explain the tasks and roles of students clearly in playing games. If students do not
understand the games’ rules they may feel embarrassed. Using games in the classroom
sometimes fails due to the lack of cooperation among members of the class. Games

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 ACADEMIC RESEARCH IN EDUCATIONAL SCIENCES VOLUME 1 | ISSUE 3 | 2020
ISSN: 2181-1385
Scientific Journal Impact Factor (SJIF) 2020: 4.804

require all students’ involvement and they promote friendly competition, therefore, it
is very important that students have a cooperative attitude. Another issue related to
using games for languages teaching is while playing games, students usually speak in
their mother tongue to discuss instead of the languages they are learning.

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Scientific Journal Impact Factor (SJIF) 2020: 4.804

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