Linguistic Didactic Games in the Development of Language Skills of Students

International Journal of Trend in Scientific Research and Development (IJTSRD)
Volume 6 Issue 3, March-April 2022 Available Online: www.ijtsrd.com e-ISSN: 2456 – 6470
@ IJTSRD | Unique Paper ID – IJTSRD49594 | Volume – 6 | Issue – 3 | Mar-Apr 2022 Page 704
Linguistic - Didactic Games in the
Development of Language Skills of Students
Haydarova Mehri
Senior Teacher of the Regional Center for Retraining and
Advanced Training of Public Educators of Surkhandarya Region
ABSTRACT
This article discusses the importance of linguistic-didactic games in
the development of students' language learning skills.
KEYWORDS: linguistic-didactic game, creative activity, skill,
educational tool, motivation, socialization
How to cite this paper: Haydarova
Mehri "Linguistic - Didactic Games in
the Development of Language Skills of
Students" Published
in International
Journal of Trend in
Scientific Research
and Development
(ijtsrd), ISSN: 2456-
6470, Volume-6 |
Issue-3, April 2022,
pp.704-706, URL:
www.ijtsrd.com/papers/ijtsrd49594.pdf
Copyright © 2022 by author(s) and
International Journal of Trend in
Scientific Research and Development
Journal. This is an
Open Access article
distributed under the
terms of the Creative Commons
Attribution License (CC BY 4.0)
(http://creativecommons.org/licenses/by/4.0)
INTRODUCTION
School should treat human language as a universal
tool and an object of knowledge. The play needs and
desire of school students to play should be used and
directed to solve specific learning problems. If the
game enters a holistic pedagogical process, it will be
an educational tool. In the game, the child acquires
new knowledge, skills and abilities. Games that
contribute to the development of perception,
attention, memory, thinking, creative abilities are
generally aimed at the mental development of a
school-age child. That is, interactive language
teaching materials, an Internet platform and mobile
applications will be created, and popular video
lessons in schools and kindergartens will be widely
used. If languages are also taught by mixing them
into a game, it will increase the effectiveness of
language skills several times. Play not only increases
a child's physical activity but also helps to shape his
mental alertness. In the educational process,
effective methods for learning languages, interactive
methods are being developed. In particular, for
modern pedagogy, linguistic didactic games play an
important role in the study of languages by students.
LITERATURE ANALYSIS AND
METHODOLOGY
In recent years, a number of scientific and
methodological studies have been conducted on the
development of language learning skills of
schoolchildren. In particular, Sh. Yusupova and N.
Yuldasheva in their research promoted the teaching
of the mother tongue on the basis of new
pedagogical technologies. A.Gulamov, M.Saidov
and N.Alavuddinova conducted research on the
methodology of independent work, formation of
creative thinking skills through teaching the native
language [1].
The use of didactic games for the upbringing and
education of children is reflected in the works of
scientists and in the practical work of many teachers.
Indeed, didactic games have a special place in every
pedagogical system of school education and still do.
F. Frebel developed a system of didactic games,
which is the basis of education and upbringing in
kindergarten [2]. He emphasized that the task of
primary education was not to learn in a simple sense,
but to organize play, highlighting play as a special
IJTSRD49594

International Journal of Trend in Scientific Research and Development @ www.ijtsrd.com eISSN: 2456-6470
tool needed for the development of school-age
children for the first time in the history of pedagogy.
DISCUSSION
Didactic games are types of games with rules
specially created by pedagogy for the purpose of
teaching and educating children. They are aimed at
solving specific problems of teaching children, but
at the same time, they have an educational and
developmental effect. One of the effective ways to
increase the cognitive activity of school students is a
didactic game. Throughout the game, the wonderful
world of childhood is connected to the wonderful
world of science that students enter. The game can
be called the eighth wonder of the world because it
has so much education, and development
opportunities. During play, children gain a variety of
knowledge about things and events around them.
The game develops children's observation and the
ability to identify the properties of things, to identify
their important aspects [3].
It is known that the feature of didactic games is the
conduct of issues related to education, teaching and
learning in the classroom on the basis of the game,
in accordance with its rules. That is why
psychologists and pedagogues of the past and
present have paid serious attention to the use of
didactic games in their research. Despite the fact that
the role of didactic games in students' play activities
is so highly valued by psychologists and educators,
no general consensus has been reached on how to
use these games. Attitudes toward didactic games
vary in pedagogical research. The main reason for
this is the complexity and versatility of the games.
Some authors view didactic games as an independent
learning activity for students, others as a method,
and still others as a form of learning.
An explanatory dictionary of the Uzbek language
reads: It's a training session based on certain rules to
compete with others. ” The encyclopedic dictionary
states that "it is important in the upbringing,
education and development of children as a means of
psychologically preparing them for the future life"
[4, p. 232].
These are general definitions of the game, and the
essence of didactic games is described in the
Glossary of Didactic Terms as follows. "Didactic
play is a type of educational activity that stimulates
the level of interest and activity of the student in
learning based on the modeling of events and
processes" [2.21].
In the dictionary of pedagogical terms, "didactic
games are special educational games aimed at
developing the knowledge, skills and abilities of
students" [3.52].
Through the use of didactic games in the educational
process, two main types of children's activities are
combined: learning and play activities. As a result,
the work of educating students will be easier, and
opportunities will be created to take into account the
age characteristics of students and the requirements
of the curriculum. “The game is a versatile tool, we
know very little about its features. But it is safe to
say that it is an independent activity that allows for
the full development of the individual, a means of
organizing and uniting the team, a method of
organizing other activities, a factor of enjoyment and
a way of thinking ”[2.36] the method appears as both
a factor and a path.
Proper use of games in schools will increase the
effectiveness of education and increase students'
interest in science. Play as an independent education
involves the acquisition of a subject, section, topic,
concept. Play is a very emotional activity, which is
why it requires seriousness in the educational work
of children and youth. As a child grows and
develops, the content of the game changes, while the
play activity is simple in the early stages, then it
gradually becomes richer and better. Through
games, students move on to other types of activities
such as work, learning resources. As a result, their
vital imagination expands and their creative activity
grows.
Several scholars have argued that the psychological
mechanism of playful activity is based on
fundamental needs such as self-expression, self-
determination, self-control, and self-reliance.
A.N. Leontev, on the other hand, describes that play
is a product of a person's imagination, in which a
person's imaginary interests, which are difficult to
realize, occur as a fantasy reality [3]. This means
that school teachers need to actively use games in
their work. Without games, there can be no creative
activity, or full-fledged education. Through games,
firstly, knowledge is acquired, and secondly, delicate
interpersonal and intra-group relationships are
formed.
Through the use of linguistic and didactic games in
the educational process, two main types of children's
activities are combined: learning and play activities.
As a result, the work of educating students will be
easier, and opportunities will be created to take into
account the age characteristics of students and the
requirements of the curriculum.
Didactic play can be not only a form of teaching, but
also a tool, as it is a source of knowledge and skills
formation. This allows you to awaken and store

International Journal of Trend in Scientific Research and Development @ www.ijtsrd.com eISSN: 2456-6470
students ’knowledge, diversify the clarity of the
material, make it cheaper, as well as enhance
independent work.That is, the most effective and easy
way to teach a language is through didactic games.
There is no limit to the content of play for children
[5]. Early school-age children are able to reflect all
aspects of adult life in their play. The importance of
play is to influence the growth and development of
the child's personality. The game represents the
child's exploration of the world around him and the
relationships between people at each age stage. The
child's attitude to the material world, to people, is
manifested in a changing game. Children's needs,
desires, interests are directly reflected in the game.
Hence, the use of various didactic games in language
lessons serves as the best educational tool both for
their socialization and for their thorough acquisition
of language skills.
Linguistic-didactic play, as one of the various games
of the school-age child, is an effective means of
shaping the child's personality, his moral and
volitional qualities, and he understands the need to
influence the world. Didactic games develop the
child's independence, the abilityto complete the work
started, the ability to behave, children learn to
communicate in a team, develop a sense of mutual
support (competition games, board games, in which
several children can participate, for example, "Picture
collection") , "Puzzles", "Lotto", "Domino", etc.), can
learn to accept defeat and victory in games with
dignity.
The positive results a child achieves during
educational games shape his or her self-confidence,
self-esteem, and desire to succeed. Of course, the
educational value of linguistic-didactic play depends
in many respects on the professional skills of the
teacher, his knowledge of the child's psychology,
taking into account his age and individual
characteristics, the correct methodological guidance
of relations between children [6].
Properly used, didactic games help to develop in
children the ability to suppress perseverance,
emotions and desires, to obey the rules. For example,
the game “Connect the parts, you get the whole”
Game develops perseverance, concentration, requires
ingenuity and observation. Many games introduce
school-age children to adult work, where children
learn the characteristics of a particular profession.
Together with the teacher, children can participate in
the production of attributes, didactic games for them.
Consequently, the linguistic-didactic game fosters
respect for all activities that are beneficial to society
and confirms the desire to participate in it.
Word games. The process of solving a learning task
differs in that it is done mentally, based on ideas, and
without relying on visualization. That’s why word
games are mostly played with middle-aged children,
mostly older preschoolers. These games include
kindergartens, jokes, riddles, many folk games related
to shape change, some of which are available for
children due to the fact that the speech design is based
on the image, dialogue and content similar to the
children's experience. In addition to the development
of speech, the use of verbal games improves the
formation of auditory attention, emotional mood,
mental operations, reaction speed, the ability to
understand humor. Word games are based on
children’s accumulated experience, observing them.
The task of these games is to systematize and
generalize. They are used in the stage of
strengthening and repetition of children's knowledge
("Flies - do not fly", "Third addition", "Name in one
word", "Who needs what?", Etc.).
CONCLUSION. Linguistic-didactic game is a
convenient, useful and effective way to cultivate
independent thinking in children. It does not require
special material, specific conditions, only the
knowledge of the game educator. It should be borne
in mind that the proposed games, if they are
conducted in a certain system, using the appropriate
methodology, will help to develop independent
thinking.
References:
[1] Alavuddinova N. Methods of developing
creative thinking skills in mother tongue
lessons: ped. fan. nom-di diss. avtoref. TDPU. -
T., 2008.– 24 p
[2] Muhiddinova X. Improving the scientific and
methodological basis for ensuring the
continuity of teaching the Uzbek language in
the educational stages ped. fan. nom-di diss.
TDPI –Tashkent, 2011. -270 p.
[3] Saidov M. Tasks and methods of using them in
the process of teaching the native language in
the 5th grade of Uzbek schools: ped. fan. nom-
di diss. avtoref. TDPU. –Tashkent, 2000.– 25 p.
[4] Annotated dictionary of the Uzbek language T;
Fan 1976.32
[5] Беспалко В.П.Педагогика и прогрессивыние
технологии обучения М 1195 с 78
[6] Афанасьева В.Н. Дидактика для одаренных
детей // Одар. ребенок. - 2010. - № 6. - С. 50-
55

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