Аттестационная работа (ИАР/ВАР) на тему Анализ методики применения игровых технологий при изучении лексики английского языка обучающимися начальной школы

Содержание:

Introduction 4

1. Theoretical and methodological justification of the use of game technologies in the study of English vocabulary by primary school students 8

1.1 Methods of teaching English vocabulary 8

1.2 Game technologies as the methodology of teaching English: definition and evolution 13

1.3 Types of game technologies 18

1.4 Peculiarities of the use of game technologies in digital age 26

1.5 Methodological peculiarities of teaching English by primary school students 31

2. Analysis of the efficiency of the use of game technologies in the study of English vocabulary by primary school students 34

2.1 Principles of lexical skills formation of younger schoolchildren in English lessons 34

2.2 Practical application of gaming technologies in English lessons 44

2.3 Methodological recommendations of games using in teaching English 48

in primary school 48

2.4 Organization of a game in the 3rd grade and summing up the game 53

Form –3 (the second year of training, 3 classes per week). 53

Conclusion 59

References 61

Appendixes 65

Введение:

Introduction

Nowadays, there is an evolution of the content, forms and methods of teaching, which encourages the development and implementation of the latest educational technologies. Among them, the most promising is interactive technology, thanks to which the student becomes an active participant in the studying process. At the same time, the game forms of educational activity dominate and play a primary role.

The method of game using in teaching of foreign language to younger audiences is of great importance, since if a child is taught according to the usual program at the initial stage, it will soon tire and the student will lose interest in the language being studied. Particularly in the field of teaching younger learners, in his book “The Teaching of Children in Language Class”, H. Vanthier states that it is important to take into account the age, needs, psychomotor, cognitive, affective and linguistic development of learners aged below twelve. Indeed, teaching a language to children requires a strong knowledge of language teaching methods as well as a good understanding of children. This can cause a long aversion to the subject for all subsequent years of study, so it is very important to plan the educational process correctly, based on the psychological and physical characteristics of students. Primary school students have an increasing desire to learn a foreign language with the practical application of games during classes.

It should be noted that the game, as a methodical technique, provides the teacher with great opportunities to create a natural environment of speech communication in the lesson, make the lesson alive, and involve the maximum number of students in the work.

Many works are devoted to this topic, in particular by such pedagogues as L. A. Zharkova, S. V. Makina, M. F. Stronina, M. Y. Kurbatov, V. A. Konyshev, R. P. Arsentieva, N. P. Anikeeva, O.V. Gavrilova, L. S. Vygotsky, etc.

Many well-known pedagogues have rightly noted the effectiveness of using games in the learning process. For example, such scientists as I.V. Zhukova, A.V. Konysheva, O. Yu. Savchenko, E.A. Stepanova noted that games contribute to the development of the communicative competence of students, since the abilities of any student are manifested in the game. Games and game techniques can instill in them certain aspirations; contribute to the awareness of students of their personal capabilities in the application of the knowledge and skills gained in life practice.

The German psychologist K. Gross calls games the «elementary school of behavior». Modeling the life situations, the using of role-playing games, joint problem solving based on analysis, and all this involves preparing students for independent life, contributes to the formation of an atmosphere of cooperation and interaction. By introducing game forms of activity, the dominance of one participant of the educational process over another, one thought over another, is excluded, students learn to communicate democratically with other people, think critically, and make informed decisions.

An analysis of the educational literature shows that the game method has a rich educational and psychotherapeutic potential. The game creates mental stress, without which an active learning process in elementary school is impossible. The game is feasible for almost every student, even one who does not have a sufficiently solid knowledge of the language. Competence in solving game problems increases motivation to learn a language. A sense of equality, an atmosphere of enthusiasm, a sense of the feasibility of tasks – all this makes it possible for the student to overcome shyness that prevents him from using words of a foreign language in speech. Anxiety and stiffness gradually decrease, a positive self-image appears.

This work is devoted to the peculiarities of game using by English teaching technologies to younger schoolchildren. The relevance of the topic under consideration lies in the fact that the game is extremely important for practical use in schools.

The relevance of the topic under consideration lies in the fact that the game is extremely important for practical use in schools. It provides unlimited opportunities for the realization of the creative potential of both teachers and students. In English textbooks at the

Заключение:

The first chapter of this study highlights the theoretical foundations of the formation of foreign language lexical skills in younger schoolchildren.

Since lexical skill is involved in all types of speech activity, it is one of the most important components in the process of learning a foreign language. When forming the lexical skill of younger schoolchildren, it is necessary to take into account the age-related psychological characteristics of students, learning a lexical skill requires control from the teacher.

Also in the second chapter there is an example of using a mental map in the process of learning new words and examples of tasks that can be applied in the teaching process.

Despite the fact that the educational activity of younger schoolchildren becomes the leading one, it is important to remember that children should not feel the heavy load of the school curriculum, the game method helps to significantly reduce this load.

For the best and effective formation of lexical skills in primary school children, lexical exercises and games are used, which are one of the modern approaches to learning vocabulary. Lexical games are games that contribute to the

fastest and most productive memorization of a large number of new vocabulary.

Objectives of lexical games: as a rule, lexical games are used to introduce new lexical units (familiarization), their activation, consolidation and repetition. A number of lexical games are designed for training students in the use of individual parts of speech, units, adjectives, numerals. Also, lexical games contribute to the activation of speech-thinking activity.

In a playful way, you can quickly and easily explain new material, work out difficult and incomprehensible moments, introduce novelty into the educational process, and, most importantly, interest students in the educational process in general, and in learning a foreign language in particular.

Many methodologists have noted and still note the effectiveness of using the game method in learning foreign languages. This is due to the fact that the game manifests especially fully, and sometimes unexpectedly, the abilities of any person, and especially a child.

In the practical part of the work, we have developed and proposed a set of educational lexical games that can be used in working with the Spotlight textbook.

The theme of the game corresponds to the English language program for elementary school. For each module (topic) in these textbook, we have compiled one game. Games are aimed at activating, consolidation and repetition of lexical units.

So, educational games and game exercises can be used at various stages of a school lesson: at the beginning of the lesson, in the middle, and, of course, at the last stage of the lesson.

Gaming activity in foreign language classes arouses interest in language learning, increases motivation, reduces fatigue, helps to overcome the language barrier, creates a favorable atmosphere in the classroom.

In the practical section, educational lexical games were proposed, which complement the English textbooks we have reviewed. Lexical games are arranged according to the subject of the textbook data. Games are aimed at activating, consolidation and repetition of lexical units. Also, information is provided about how much time is allocated for a particular game (approximately); describes the goals and the course of the games; the necessary handout. The presented lexical games can be used in medium general education institutions from the second to the fourth grades. The theme of the game corresponds to the English language program for elementary school.

Фрагмент текста работы:

1. Theoretical and methodological justification of the use of game technologies in the study of English vocabulary by primary school students

1.1 Methods of teaching English vocabulary

The formation of foreign language lexical competence (LLC) in primary school students is aimed at mastering lexical units in accordance with selected topics and areas of communication [20].

The English methodologist G. Palmer, who attached great importance to the beginning in learning a foreign language, wrote: «Take care of the first two stages of learning and the rest will take care of themselves».

In elementary school (grades 2-4). It is important to form the basic lexical skills necessary for the further development of foreign language communicative competence (LCC) in primary and secondary schools. The use of word at the initial stage of training is carried out in the personal, public, educational spheres of communication.

Learning vocabulary is fundamentally about learning definition of words. Many teachers believe that defining words before reading a text is an effective instructional technique to support vocabulary growth and enhance reading comprehension; however, research indicates otherwise. For example, the popular practice of requiring students to find definitions of words and write those words in sentences before reading appears to have little apparent impact on their word knowledge and language use, and has not improved student comprehension of texts that contain those words.

There are many methods of teaching vocabulary and in each class, the teacher may need to use different methods. This is because each class will be made up of different students each with their own learning style. The spheres of communication within which the subject of situational communication is determined remain the same as at the initial stage: personal, public, educational. The topic of situational communication is expanding on the following topics