The department of roman-german philology

Aim of the research is to analyze the peculiarity of games usage at the English lessons and its effectiveness in educational process.
Objectives of the research:

1. 
   to define the vocabulary and lexical skills;
   
2. 
   to study objectives and stages of activating the lexical material;
   
3. 
   to explore the techniques of the general classification of educational games in the foreign language teaching;
   

The object of the research: different types of games and activities as a method of developing lexical skills.
The subject of the research: didactic conditions for the use of games in English teaching for children.
The methods of the research. The study has been carried out based on:

1. 
   selected method
   
2. 
   observation method
   

The structure of the work. The term paper consists of an introduction, two sections, conclusion and the list of references. The significance of the theme, aims, objectives, the theoretical and practical significance of the term paper are found in the preface of our work.
CHAPTER I.Lexical skills improvement as the crucial part of English language teaching
1.1 The concept and purpose of learning vocabulary. Stages of vocabulary teaching

Lexicology is a branch of linguistics, the science of language. The term lexicology is composed of two Greek morphemes: lexis meaning ‘word, phrase’ and logos which denotes ‘learning, a department of knowledge’. Thus, the literal meaning of the term lexiсolоgу is ‘the science of the word’.

Lexicology as a branch of linguistics has its own aims and methods of scientific research, its basic task being a study and systematic description of vocabulary in respect to its origin, development and current use. Lexicology is concerned with words, variable word-groups, phraseological units, and with morphemes which make up words. We proceed from the assumption that the word is the basic unit of language system, the largest on the morphologic and the smallest on the syntactic plane of linguistic analysis. The word is a structural and semantic entity within the language system. [1; 7p.]
The purpose of learning vocabulary – the formation of lexical skills, the ability to combine the word according to the lexical rules. The formation of lexical skills involves not only taking into account the formal structural information, but also knowledge of situational, social and contextual rules. [2; 287p.]
A number of issues related to work on vocabulary were revealed in methodological literature. However, there are problems in the formation of lexical skills which are necessary for speaking. There is no significant variation of vocabulary in students' statements that is why usually their speech seems to be poor.
Working on vocabulary is traditionally divided into three main stages:
1) Introduction
2) Initial consolidation
3) Developing the ability to use skills in different kinds of speech activity.
The first two stages are often combined into one – the presentation of the vocabulary.
The stage of presentation has an important role in learning vocabulary. All subsequent work on vocabulary depends on the effectiveness and appropriateness of this step.
Discovering the meaning of the word (semantization) can be carried out in various ways, which are usually combined into two groups: a) non-translatable and b) transling methods semantization.
Non-translatable semantization methods include:
1) Demonstration of objects, gestures, actions, images, pictures and etc.
2) Discovery of the meanings of words in English language, which can be used:
A) Definition – the description of the word, eg:
A cinema - theatre where films are shown.
B) enumeration, for example:
dogs, cats, pigs, cows are animals.
B) semantization using synonyms or antonyms, such as:
cold - warm, quick - slow;
D) determination of slvoa based contextual guessing, knowledge of the facts, for example:
Colombus discovered America in 1492.
Translatable methods include:
1) Replacing the word (phrase or word groups) with a corresponding equivalent of the native language;
2) Translation - interpretation, in which in addition to the equivalent in the native language students are told about the coincidence (or divergence) in the meaning, for example:
Big – katta (means value, size)
Great - katta (the famous, great (karomat))
These methods of semantization have advantages and disadvantages. Non-translatable methods are good for developing logic, increase the practice of language, create a support for memory, associative ties strengthen. However, non-translatable methods require more time and do not always provide accurate understanding.
Translational methods are economical in terms of time, universally applicable, but increase the possibility of interlingual interference.[2; p.298-299]
Teacher’s role is to choose the most efficient way of presentation and semantization according to the training stage, students’ level of knowledge, qualitative characteristic of word and its affiliation to active and passive minimum.
Getting different types of speech activity in the English language by the younger students is a process of gradual and systematic formation of speech skills. During the English language classes, students develop the ability to use vocabulary skills in various types of speech activity: listening, speaking, reading and writing.[12; p.116-117]
However, working with the new vocabulary does not end in one lesson. It goes on all following lessons. Students will meet many times with the same words in the reading texts and homework exercises. Teacher needs to be familiar with how students have learned a new vocabulary which lexical items should still be repeated, until reaching their strong comprehension (i.e. as they have formed the practical lexical skills). But we should not think that whole exercises should be based only on forming lexical skills. In accordance with the recommendations of the authors of textbooks, during the lesson teacher and students are working both on the formation of skills, as on the development of them.[13; p. 85]
The main practical goal of learning the lexical material of the English language in school is to develop students' vocabulary skills as an essential component of expressive and receptive speech activities.
Expressive speech skills refer to the skills intuitively correct word usage and word formation in speech, in accordance with the situation of communication and communication purposes. [13; p. 93]
Psychophysiological basis of lexical expressive speech skills are lexical automated dynamic relationships as a unity of semantic and auditory-vocal motor images of words and phrases.
These speech psychologies show that speech lexical skills substantially differ from grammar. Lexical skills are characterized by greater awareness. In speech we are most aware of its content, which is demonstrated in the choice of words and their correct combination with other words, depending on the purpose of communication. [3; p.29]
The main aim of learning the lexical aspect of language is to acquire the usage of words, which requires not only knowledge of words, but also the ability to manipulate with them in the statements.

1.2 Methods of vocabulary teaching, diverse types of games at the English language teaching

Lexical units of active minimum should be introduced by teacher orally in separate sentences or in a coherent story. Teacher should try to provide brightness of the first acquaintance of students with the new lexical items and try to link them to a particular life situation, as the first perception is very important to remember. An example of bright introducing of the theme “animals”: frog, crocodile, monkey, bear, wolf; can be the following story told by teacher about how dad and his son come to the zoo and the father tells about each animal, its appearance, favorite food. Also, these words can be memorized by showing pictures or toys. Bright introduction might be achieved by using colorful and interesting didactic materials.

The teacher says the new words and the students repeat them individually and in unison. It is important for consolidation the sound form of the word. Vocabulary exercises, useful at all levels of learning are the following ones: making a combination of separate words; filling in the gaps in the sentences or complete them; making sentences using new words; to answer questions using new words. [14; p. 9]
The most difficult question of work on vocabulary is the number of lexical items in each lesson. The number of new words in the class depends on many factors: the fact whether the input words belong to the active or passive minimum; from difficulties words; the degree of relatedness of lexical items together; on the stage of training and level of students. The second and third forms at one lesson from 5 and up to 12 words can be introduced. [2; p. 294]
If to speak about repetition of previously input words, there is some rules: the closer to the time of the introduction of lexical unit, the meeting with them (in the speech activity or special exercises) should be more frequently; after two or three lessons meeting may become less frequent, but these lexical units must meet at least for a month.
In addition to repeatability, without which acquiring the vocabulary of a foreign language is impossible, there supposed to be specially organized repetition. This objective corresponds to the use of techniques aimed at systematization of thematic vocabulary at the end of the term. For example, students are asked to name all the words and phrases that relate to theme "Animals". Based on linguistic foundational repetition of vocabulary has general educational value, as students become accustomed to think of the language in the form of its relationship with the content. Work on vocabulary generally provides food for the development of the language of observation, which is important for the general culture of students. [14; p.13]
By learning the game, we consider the exercises, the aim of which is to develop and improve skills in different kinds of speech activity by multiple and diverse performing speech or language activities that are personally meaningful to the subject of training, because it is motivated by participation in game activity. [15; p.14]
According to the national curriculum, teaching communication is very important because of the fact that it plays such a big part of knowing a language. The curriculum also claims that since communication is unpredictable in real life, students must get the chance to practice exactly that and not just to read premade conversations. In order to achieve this, the curriculum suggests games as a good method. [4; p. 8-14]
There are a number of reasons that games deserve a place in the language classroom. First of all, they are fun, which is extremely important, because they can help activate students who may have been inactive before, due to lack of interest. Keeping students active is vital because teachers will never be able to actually teach students anything unless they can get them to participate in their own learning process.
Secondly, games also play a big part in helping participants build relationships, and to feel equal. Playing games in the classroom can also help create a friendly and positive atmosphere where seat arrangement can differ from game to game, and thus cause diversity from the norm which can be extremely helpful in keeping an exciting learning environment. [16; p.7-8]
Thirdly, the reason most people want to learn a language is to be able to use it in real situations, for example when travelling. Games can be a very good way to practice this skill because they can easily be used to reenact various situations from real life and provide students with practice in their fluency. Also, by using games in the classroom the teacher is giving his students a bigger role, and he himself is stepping out of the frontline which is a positive thing because it allows students to take on more responsibility. Also that allows students to do more on their own, and that can very well result in an increase in their confidence level. [5; p.12].
Fourth, language students need to be exposed to the language in a variety of situations, which is a need games can fulfill. Language students also need to be ready to take on the experience, keeping their minds open and being willing participants Again, games make this possible.
Fifth, language students need to be emotionally involved, meaning they need to feel something while they are exposed to the language. Strong emotions, such as happiness, excitement, amusement and suspense allow students to feel positively about their learning situation and are therefore likely to have a positive effect on language learning. [16; p.8]
Sixth, games are good for shy students and students with low confidence, and that applies specifically when playing takes place in smaller groups because then they get a chance to speak in front of fewer audience instead of having to express themselves in front of the whole class. Also it is sometimes easier to open up and forget the shyness when playing a game because the atmosphere is not as serious and more emphasis is put on fluency rather than grammatical correctness. [5; p.14].
Seventh, games can be a good strategy when teaching various subjects because they are very likely to spark interest amongst students. They can be used with students of all ages, and when they are used with other teaching methods they create diversity which is ideal for school work [6; p.80]. A study that was undertaken in Iceland in 2006 shows clearly the need for diversity in schools. Many participants in that study complained 9 about the lack of diversity, and that they wanted more of it in order for their learning to become more fun and progressive in their school [7; p.34].
Finally, using games in the classroom is important because many children do not get enough opportunity to play during their free time, which can be traced to the rapid changes in our society. Cities are getting bigger and traffic is getting heavier which means that more and more parents are hesitant to let their children play outside. Also passive activities such as watching television, or the computer screen are seen as being more exciting than actually physically playing, so today the sight of children playing various games in groups outside is becoming much more rare than it was 10, 15 or 20 years ago. This is not a good development, and it can have several bad consequences for our society. One possible consequence is that the lack of movement can cause health problems because even though not all games are physical some certainly are [8; p.3]. Another consequence this change might have is decreased social skills because, according to Piaget, children’s games reflect society and that by playing games children learn many of society’s rules and regulations [9; p.536].
Even though games are usually started with the aim of having fun, they can sometimes end badly, for example if someone gets carried away with all the fun and says or does something that hurts someone else or his feelings. When games are used in the classroom the teacher must keep this in mind and control the game in the right way. Also he or she must make sure that every participant has a positive experience because the classroom must not become a place where students feel vulnerable or picked on in. Another thing that is important to acknowledge is the fact that not all games fit the classroom environment, or all groups of students, and that it can be hard finding the right game. In fact, it is good to keep in mind when selecting a game that a recipe for a good educational game is one that balances both fun and challenge [10; p.16].
According to I.A.Danilovich, the educational games that are used in learning a foreign language, must correspond to certain didactic requirements. They are: to fulfill the principles of consciousness, developmental education, duration of learning outcomes, positive emotional background, implementable complexity. It is important to match the general methodological requirements, which correspond with the methodological principles of intensive foreign language teaching: personalized communication, personal and role organization of the educational material and the learning process, the collective interactions; certain methodological requirements, which are determined by the objectives of teaching certain kind of speech activity or relate to specific tasks of a certain stage of learning. [11; p.14]
Here is a general classification of educational games according to the following criteria [18; p.111]:

• 
  The purpose – educational games for the formation of speech skills (lexical, grammatical, of pronunciation, spelling, graphic) and educational games for the development of speech skills (listening, speaking in monologue / dialogue form, reading, writing, translation);
  
• 
  On the level of communication – communicative, conditionally communicative and non-communicative;
  
• 
  The teaching activities aimed at obtaining or transmitting information – receptive, reproductive and productive;
  
• 
  According to the degree of control operations of participants – with full control, with partial control and with minimal control;
  
• 
  The presence of role the component – a component of the role-playing and without role-playing component;
  
• 
  The presence of an element of competition (for personal / team championship) and educational games without the element of competition;
  
• 
  Taking into account the mobility – moving and static;
  
• 
  On the use of objects – with objects and without objects;
  
• 
  Quantitative composition of participants – individual, pair, group;
  
• 
  The method of organization - for computer simulation and modeling, writing, etc .;
  
• 
  Duration – long and short activities.
  

M.F. Stronin classifies educational games according with aspects of language preparation (grammar, vocabulary, spelling, phonetics, reading games on the assimilation of the rules) and creative (auditive and speech). [19; p.5]
The first section is made up from grammatical, lexical, phonetic and spelling games that contribute to the formation of speech skills. That is why they called “preparation games”. Games make a boring job more interesting and exciting. Most of the first section games can be used as a training exercise at the stage of both primary and individual fixing.
The second section is called "Creative games". The purpose of game is to promote the further development of speech skills. The ability to show an independent solving of speech problems, quick response in communication, maximum mobilization of language skills can be presented in auditive and verbal games. Games of the second section are training students’ ability to use language creatively. [19; p.69]
Language games are intended to develop skills and particularly effective in the early stages of learning a foreign language (preschool age, younger school age). It helps memorizing new words. For children of primary school age game is the leading type of activity. Children remember information better if it is presented in a game situation, the lesson becomes more interesting and exciting for them. Such types of games are bingo, crosswords, games with dice, cards, mazes, drawing up of words and sentences. [20; p.51]
Here are some highlightable features of such games: static, form of competition, the uniqueness and limited solutions. This is imitative and reproductive activities carried out in the form of competition. Language games are for the initial stage of learning a foreign language. Used for the purpose of fixing the linguistic material, as well as learning to compose simple sentences.
Language games help to remember the correct spelling of a word, its pronunciation (with the help of a teacher), learn new words and their translations, as these types of games involved not only auditory memory, but also the visual and motor. The student cooperates with the teacher who helps him to memorize new words and consolidate existing knowledge (vocabulary, grammar, phonetics and spelling).
Communicative games are used on higher stage of training. Communicative games include: filling the gaps, guessing, searching, selection of the same pair, exchange, combination and card games, challenges and puzzles, role-playing and playing.
In communicative games provided can be organized in pairs, groups, and with the whole class. The role of the teacher in the game: monitoring, resource center, the teacher must provide language assistance to the groups (notice the error, but do not interrupt and do not correct, make notes on the paper).
It is important to be interested in the process of communication throughout the game. To find the necessary information student has to use a foreign language. Correctly formulated rules of the game helps to teacher define the lexical and grammar knowledge of the students. [20; p.34]
According to V.V.Petrusinskii, A.A.Derkacha, E.A.Masliko, M.K.Kolkovoy game is one of the most effective methods of teaching a foreign language. Educational games help solve the problem of learning foreign language through communication, they are a means of creating motivation. The game is an integral part of the students of younger age and using it as a learning tool increases efficiency and communicative focus of teaching foreign languages. [20; p.5]
It is known that primary school age (1-3 grade) is the most favorable for the assimilation of a foreign language. Natural curiosity, high simulation ability, flexibility of natural language acquisition mechanism, the need for new knowledge, is a very favorable factor for the successful assimilation of a foreign language. However, the instability of attention and selective memory, impulsive behavior, and fatigue can complicate the process of learning the language of knowledge and formation of speech skills.
Educational games that are used in the system of traditional learning, presents the following functions:
• educational (contribute to the acquisition of knowledge, as well as the formation of foreign language skills within one or more of the training);
• motivational incentive (motivate and stimulate learning and cognitive activity of students);
• compensatory (to compensate the absence or lack of practice, training activities closer to the conditions of language skills in real life).
The necessity and purpose of the game are determined by the teacher and are dependent on the curriculum, the specific situation, the characteristics of the class and a number of other objective and subjective reasons. [20; p.21]
During the preparation for the game the teacher should consider the following methodological requirements for organization of the games.
1. Game technique should correspond with learning objectives. Teachers should have a good understanding of why they want to teach students, and what it can achieve in these tasks by using one or other gaming devices.
The game is part of the learning process, and it should be used in an optimal combination with traditional teaching methods. It has to be a logical continuation and completion of the study a separate topic, a kind of practical complement to it.
2. Credibility of the game lies in the selection of typical situations, but at the same time it should provide the players some novelty.
3. It is also important intellectual and emotional readiness of the participants to the game and to create an atmosphere of ease and search. Also, it is necessary having a clear system of training for the game and qualified control over its course.
4. The contents of the game must meet the level of training of the participants. The lower the level of knowledge and experience of the students, the more simple the game should be. But if the game is too simple, it does not stimulate the brain activity of participants as they have enough previous experience.
5. It is extremely important requirement of effective use of gaming devices is a careful preparation of educational-methodical documentation that includes all the elements of the development process of the game. The documentation should contain the answers to the question as to the achievement of educational goals, requirements, to prepare students for their active participation in the game, and the roles and functions of teachers in the preparation and conduct of the game. Documentation can be issued in the form of a game script, or guidelines. [20; p.178]
There are three main stages of organization games:
1) preparation;
2) the game;
3) debriefing.