|
Integrated course of teaching foreign languages
|
| bet | 2/3 | | Sana | 10.02.2024 | | Hajmi | 1,18 Mb. | | #154470 |
Bog'liq TIS FINAL PPTINTERVIEW with teacher
With Mr Avazbek Sadikov
Interviewer: What are the advantages of using communicative games?
Teacher: – Communication games are really helpful for students. For example, these games stimulate real-life situations and contexts, providing learners with opportunities to use language authentically. This helps learners develop their ability to use language naturally and appropriately in real-world situations.
interviewer: Do you use communicative games in your speaking lesson?
Teacher: – definitely, yes. I always try to develop the speaking ability of my students in a fun and enjoyable way and communicative games always help me do this.
Interviewer: What communicative activities do you always use for improving students’ speaking skills?
Teacher: – I mainly use “storytelling games”, “role-play games” and debates in improving my students speaking skills in my classroom.
QUESTIONS for students.
1. What is the main objective of using communicative games in language learning?
2. How can communicative games contribute to the development of students' speaking skills?
3. What are some characteristics of communicative games?
4. How do communicative games promote collaboration and teamwork among students?
5. True or False: Communicative games primarily focus on grammar and vocabulary.
6. Give an example of a communicative game that you have participated in and explain how it helped improve your speaking skills.
7. What role does the teacher typically play in communicative games?
8. How can communicative games enhance students' confidence in speaking a foreign language?
9. In what ways can communicative games support the development of fluency in speaking skills?
DATA ANALYSIS
The research paper analyzes the effectiveness of communicative games in improving students' speaking abilities through a questionnaire, classroom observations, and interviews with an EFL teacher.
Classroom observations provide valuable insights into teaching strategies, showcasing real-time interactions between teachers and students. Data was collected on student participation, engagement, fluency, accuracy, and overall improvement in speaking skills. The data was categorized into variables like student demographics, game types, speaking tasks, and speaking skills. Quantitative analysis was conducted to calculate the average speaking time per student, frequency of participation, and accuracy rate. Results showed that students spoke for 10 minutes during a 30-minute game session with an average accuracy rate of 80%. The study used qualitative analysis to identify patterns in student engagement, motivation, and improvement in speaking skills. Students actively participated in communicative games, demonstrating increased confidence and fluency in target language structures. Anecdotal evidence from teachers and students showed a noticeable improvement in speaking skills, with students feeling more comfortable speaking in English.
Moreover, Interview utilization is one of the major sources to obtain qualitative data from subjects. The system of conducting an interview is one of the most common means to investigate, research and to inquire data from the one phenomenon. Interviews are adequate to investigate phenomena which are not directly observable. Further, interviews are interactive, thus the researcher can elicit additional data when the initial answer is off-topic or not clear enough. Both the researcher and the interviewees can make clarifications. This removes the concern of misunderstanding. Moreover, the semi-structured interviews were individual interviews, for they ensure a high level of confidentiality, thus is more likely to generate truth from the interviewees. Each interview lasted 10 to 15 minutes approximately.
In the interview with the teacher, observing the class and studying the answers to the questions, I can say that the students prefer to improve their speaking skills with different new ways. I found out that the students are interested to learn speaking by using communicative games, especially debate, storytelling and guessing games.
|
| |
