title: “Ta’limda innovativ-kreativ texnologiyalarning qo’llanilishi, neyrolingvistik dasturlashning
text: “Ta’limda innovativ-kreativ texnologiyalarning qo’llanilishi, neyrolingvistik dasturlashning
  amaliy asoslari” mavzusidagi xalqaro konferentsiya 2021-yil, 27-dekabr
  440
  4. Bhela, B. 1999. Native language interference in learning a second
  language:
  5. Exploratory case studies of native language interference with target
  language usage. 1 (1), 22-31.
  6. Carstair-McCarty, Andrew. 2002. An Introduction to Morphology: Words
  and t heir Structure. Edinburgh: Edinburgh University Press Ltd.
  “Ta’limda innovativ-kreativ texnologiyalarning qo’llanilishi, neyrolingvistik dasturlashning
  amaliy asoslari” mavzusidagi xalqaro konferentsiya 2021-yil, 27-dekabr
  441
  Salimova Gulshod
  Kogon tuman 16-maktab ingliz tili fani o`qituvchisi
  TEACHING ENGLISH THROUGH EDUCATIONAL GAMES
  Abstract:
  While games to teach English learners are indeed a “change of pace” as
  stated above, they are also very useful tools for fluency, as “Children tend to forget
  they are learning and so use the language spontaneously.” (Roth) In our own
  teaching experience, it seems the same can be true for adults. Basically, if you are
  having fun doing something, you don’t have time to be bored or frustrated with it
  and will get more out of the activity.
  Why should we use games to teach English learners in the classroom?
  “Playing is a child’s natural way of learning.” – Genevieve Roth Perhaps as busy,
  responsible, mature adults, we have somehow sadly forgotten what it was like to
  have fun. If we consider the above quote it is not difficult to realize that playing
  was once our own “natural way of learning” as well. So we should not look at
  games as just child’s play, but rather as a tool that can (and should) be used for
  teaching English learners at all ages. The ELT Grammar Book describes games as
  a way “to have fun dealing with grammar as a change of pace.” (Firstien, 526)
  However we would suggest that there is more to it than that. Games can be a safe
  opportunity to practice without fear of ridicule. Due to the competitive nature of
  many games, they can provide a great sense of accomplishment for many students
  and their teammates as they watch their progression.
  While games to teach English learners are indeed a “change of pace” as
  stated above, they are also very useful tools for fluency, as “Children tend to forget
  they are learning and so use the language spontaneously.” (Roth) In our own
  teaching experience, it seems the same can be true for adults. Basically, if you are
  having fun doing something, you don’t have time to be bored or frustrated with it
  and will get more out of the activity.
  Bear in mind when teaching English as a second language and teaching English as
  a foreign language, that the classroom may be the students’ only exposure to the
  language. Games to teach English learners can help to make language learning a
  positive and exciting experience, which will be important and motivating to the
  students. If we keep students motivated and engaged in the lesson, the results can
  be incredible!
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