Зерттеу жұмысының кезеңдері

8 

 

Зерттеу əдістерін таңдау, 

экспериментті жоспарлау  

Объективтілік, ойға қонымдылық (қисындылық) 

жəне абстрактілі ойлау 

Зерттеу жүргізу 

Жаңа ақпаратты жинақтау, талдау, жүйелеу 

Қорытынды жасау 

Ойын қысқаша жəне қисынды жеткізе білу 

іскерлігі 

Зерттеу есептері мен 

презентацияларын рəсімдеу  

Жетістіктерінің нəтижелерін рəсімдей алу іскерлігі, 

шығармашылық тəсіл 

Зерттеу жұмысын қорғау 

 

Ораторлық қабілет, жауапкершілік, жеке 

көзқарасын негіздей алу іскерлігі, өз іс-əрекетін 

бағалау, рефлексия 

 

Жоба – білім  алушы  зерттеуіндегі  мəнжазбаға  қарағанда  толық  мазмұндағы 

шығарма,ол алға қойған проблеманы шешуге арналады. 

Осылайша,  студенттердің  жобалау  əрекетінің  негізгі  нəтижесі  пəнді  оқуға  деген 

қызығушылығы,  студенттердің  танымдық  белсенділігін  арттыру,  өз  білімдерін  үнемі 

толықтырып  отыру  қажеттілігіне  тəрбиелеу  болып  табылады.  Жобаны  орындау  барысында 

студенттер белсенділік жəне шығармашылық қабілеттерін танытады. Жобамен жұмыс жасай 

отырып, əрбір студент өз қиялын, белсенділігін жəне өз пікірін көрсетуге мүмкіндік алады.  

 

Əдебиеттер: 

1.  Полат  Е.С.,  Бухаркина  М.Ю.  и  др.  Новые  педагогические  и  информационные 

технологии в системе образования. М.: 2001. 

2.  http://charko.narod.ru/tekst/metod_proektov_2008/Krasnov.pdf.  Метод  проектов  в 

университетском  образовании.  Сборник  научно-методических  статей.  Под  ред.  М.  А. 

Гусаковского. Минск: БГУ, 2008.  

3.  Т.Г.  Хащенко,  Е.В.  Макарова.  Интерактивные  методы  обучения  в  образовательном 

процессе ВУЗа. Ульяновск. 2011. 

4.  Е.  А.  Реутова.  Применение  активных  и  интерактивных  методов  обучения  в 

образовательном процессе ВУЗа. Новосибирск. 2012. 

5.  Пахомова  Н.Ю.  Метод  учебного  проекта  в  образовательном  учреждении. – 

 М.: Аркти, 2003. 

 

 

Altynay Pazylova 

University "Syrdarya", MSc, Senior Lecturer 

Altynbek Makpal, Shynybek Zhanbota 

University "Syrdarya", students of the specialty "Foreign language: two foreign languages 

Southern Kazakhstan, the city Zhetysai 

 

THE USE OF GAMES AS AN EFFECTIVE METHOD  

OF LEARNING A FOREIGN LANGUAGE 

 

АННОТАЦИЯ 

Бұл мақалада шет тілін үйренудегі адам мотивациясы мəселесі қарастырылады. Бұл - 

мотивация,  мақсатты  əрекеттерді  оятады.  Басқаша  айтқанда,  мотивация - адам 

тəртібін  анықтайтын  факторлардың  жүйесі.  Қазіргі  уақытта,  ең  жаңа  тақырып  ояну 

болып табылады: мұғалімдердің мотивация бүгін. 

Түйінді сөздер: мұғалім мотивациясы, ішкі жəне сыртқы мотивация, үздіксіз оқыту. 

9 

 

АННОТАЦИЯ 

В статье рассматривается проблема мотивации человека при изучении иностранного 

языка.  Это - мотивация,  которая  пробуждает  целеустремленную  деятельность.  Другими 

словами, мотивация - система факторов, определяющая поведения человека. В настоящее 

время чаще тема пробуждения рассматривается как мотивация современных учителей. 

Ключевые  слова:  мотивация  учителя,  внутренняя  и  внешняя  мотивация,  постоянное 

обучение. 

ABSTRACT 

The problem of human motivation when learning a foreign language. It's - motivation, which 

awakens purposeful activity. In other words, the motivation - a system of factors determine human 

behavior. Currently, most new theme is awakening: the motivation of teachers today. 

Key words: motivation of a teacher, intrinsic and extrinsic motivation, career 

ladder, lifelong teaching 

 

Teacher motivation is not only about the motivation to teach but also about the motivation to 

be a teacher as a lifelong career. A career view underlines the temporal dimension of motivation in 

terms of a vocational situation. The steps on a career path activate long-term success in a 

challenging manner as intrinsic pleasure of being involved in one’s profession and different 

extrinsic rewards with career advancement are important. 

Teaching is known as one of the most successful professions. There are several reasons why 

teachers burn out: emotional exhaustion, as the result of emotional and physical overworking 

(trying to do too many things in a short time); depersonalization when teachers have negative 

attitudes towards their colleagues. The third reason is the lack of personal accomplishment. [1] 

Another de-motivating factor is lack of intellectual challenge. Without discovery new knowledge, 

skills, many teachers teach the same subject. So they can “lose a spark”. The fifth reason is 

restricted autonomy. Standardized tests, federal curricula. And general mistrust with increasing 

administration demands is in this aspect. According to Hargreaves teachers need positive emotions 

to affect their self-determined motivation. [2] Self determination theory underlined three universal 

psychological needs: competence, autonomy and relatedness.  

It is essential to choose games which are appropriate to the class in terms of language and 

type of participation. Having chosen an appropriate game, its character and the aims and rules must 

be made clear to the learners. It may be necessary to use the mother tongue to do this. If the learners 

are unclear about what they have to do, chaos and disillusionment may result. 

Many teachers believe that competition should be avoided. It is possible to play the majority 

of games in this work with a spirit of challenge to achieve, rather than to 'do someone else down'. 

We believe that it is wrong and counter-productive to match learners of unequal ability even within 

a single exchange or challenge. The less able learner may 'give up' and the more able develop a 

false sense of his/her own achievement. We also believe it is wrong to compel an individual to 

participate. For many such learners there will be a point of 'readiness' to participate similar to the 

state of 'reading readiness' in young children. Learners reluctant to participate might be asked to act 

as judge and scorers. 

As with all events in the classroom, it is advisable to stop a game and change to something 

else before the learners become tired of it. In this way their goodwill and concentration are retained. 

We believe the teacher should never interrupt a game which is flowing successfully in order 

to correct a mistake in language use. It would suggest that the teacher is more concerned with form 

than with the exchange of ideas. In general, we think it better for the teacher to note the error and to 

comment on it later.  

Any games or activities which involve language and your learners enjoy are language-

learning material. You can find 'new' games by studying magazines, newspapers, radio and 

television programmer, party games and indeed by asking your learners. If you can create these 

games in the classroom and the language is appropriate, then they are useful. It is usually difficult to 

find a new game for specific language practice just when you need it. It is a wise precaution to 

10 

 

collect and file games for use whenever you happen to come across them. Games without materials 

can be described as in this book and filed in a binder. Games with visual materials could be kept in 

similar-sized envelopes bound in the same folder. It is helpful if the description of the game is 

written on the outside of the envelope and the visuals and handouts kept inside. 

When collecting games it is important to note what language need only be understood by the 

players and what language must be used by them. Thus, the language level is determined by the 

type of use, not just the structures and vocabulary items themselves. 

The notes on each game suggest which form of class organization is appropriate. Of the four 

types of grouping, pair and group work are very important if each learner is to have sufficient oral 

practice in the use of the language. In class work it is easy to demonstrate that the learners say only 

one or two sentences in a lesson or, indeed, in a week. The greatest 'mistake' (if oral ability is an 

aim) is for the learner not to speak at all. Thus, although some mistakes of grammar or 

pronunciation or idiom may be made in pair or group work, the price is worth paying. If the learners 

are clear about what they have to do and the language is not beyond them, there need be few 

mistakes. 

Individual work: it is important to organize an individual work of pupils. A pupil can pay 

attention more to given task and do it more carefully. 

Pair work: this is easy and fast to organize. It provides opportunities for intensive listening 

and speaking practice. Pair work is better than group work if there are discipline problems. Indeed, 

for all these reasons we often prefer to organize games in pair or general class wok, rather than in 

group work. 

Group work: some games require four to six players; in these cases group work is essential. 

Membership of groups should be constant for the sake of goodwill and efficiency. If there is to be 

challenge between groups, they should be of mixed ability. If there is to be such challenge, the 

teacher might choose groups according to ability: this is very much a personal choice. Many 

teachers consider it advisable to have a group leader. However, once more, it is our experience that 

groups can operate perfectly well without a group leader. The leader would normally be one of the 

more able learners. However, there is much to be said for encouraging a reticent learner by giving 

the responsibility to him/her. The leader's role is to ensure that the game or activity is properly 

organized and to act as an intermediary between learners and teacher. [3] 

The teacher's role, once the groups are in action, is to go from group to group listening in, 

contributing and, if necessary, correcting.  

If you have not organized group work before, then it is advisable to work slowly towards it. 

First of all, make the learners familiar with work in pairs. Add to this games which rows of learners 

(if that is how they are seated) play against you or between themselves. Finally, after perhaps 

several weeks, ask the rows of learners to group themselves together to play a game between 

themselves.  

It is absolutely essential that the learners are totally familiar with the games they are asked to 

play. (it is helpful if they are familiar with the game in their own language.) 

Once the learners are familiar with group work, new games are normally introduced in the 

following way: 

- explanation by the teacher to the class 

- demonstration of parts of the game by the teacher and one or two learners 

- trial by a group in front of the class 

- any key language and/or instructions written on the board 

- first try by groups 

- key language, etc. removed from the board. 

Class work: an important aspect of whole-class discussion is the welding together of the 

whole group and the camaraderie that comes about when a whole group works together towards a 

common goal. Moreover, there is diversity in numbers; the larger the group, the more variety there 

is in the ideas, opinions and experiences which can contribute to the learning process. This can 

stimulate a greater involvement in each member of the class. Furthermore, whole class discussion is 

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likely to be content based, rather than form based, encouraging fluency and a more memorable and 

meaningful exchange among the participants. It might also be more appropriate for the introverted 

and reflective learner. Finally, if we are talking about classes of 15 students or so, there are likely to 

be many opportunities of letting the whole class function as a single unit instead of dividing it into 

groups.  

The two techniques can go hand in hand. After a session of group work, a whole-class 

feedback phase will give cohesion to the learning process. Ideally, the group work that has gone 

before will ensure that everyone has something to say, and also a reason for listening, having 

"rehearsed" in a more intimate context beforehand, students may face the whole class with more 

confidence in their ability to handle the target language.     

Vocabulary building is related to concept building, and teachers should help students organize 

information or words according to concerts or topics. Activities in the classroom should help 

learners build up new networks or maintain, refine, and expand existing networks. Reinforcing and 

refining networks will help to facilitate fluency in lexical access, leading to automat city in what 

follows are some activities that I have found useful in vocabulary development. Each activity is 

presented with a description of haw it is consistent with idea of semantic network, concept building, 

and automat city of lexical access. 

The teacher writes a topic (for example, "pollution") on the board, and students predict the 

words that would be associated with the topic. This activity could be used either as a pre-reading 

activity or as a game in itself. In the former, the teacher tells the students they are going to read a 

passage on, say, "pollution" and students are to predict the words that may appear in the passage. 

The teacher writes the board, occasionally asking the students the reason for their choice of words 

or foe the meaning. Students are then given the passage to check their prediction. As a game in 

itself, the teacher could give the students about 30seconds to one minute (depending on the 

proficiency of the students) to generate as many words as possible related to the topic given. 

Students then compare their words in pairs or a class, explaining or defending their choice of words. 

Important element in both activities is that students should be encouraged to explain why they have 

predicated the words. By explaining their choice of words they are not only refining their 

understanding of the words but also activating other words they are not only refining their 

understanding of the words but also activating other words in the scheme related to the words in 

question, thus "automatic sing" their knowledge of lexical-ledge of lexical co-occurrence. 

As a variation, students can be title or topic of a reading text and an accompanying list of 

words. The students then go through the list in pairs or as a class, predicting whether each word 

would appear in the reading text, giving reasons for their choice. [4]  

In my opinion the most important aspect of vocabulary teaching for advanced learners is to 

foster learner independence so that learners will be able to deal with new lexis and expand their 

vocabulary beyond the end of the course. Therefore guided discovery, contextual guesswork and 

using dictionaries should be the main ways to deal with discovering meaning. 

Guided discovery involve asking questions or offering examples that guide students to guess 

meanings correctly. In this way learners get involved in a process of semantic processing that helps 

learning and retention. 

Students should start using dictionaries as early as possible, from Intermediate upwards. With 

adequate training, dictionaries are an invaluable tool for learners, giving them independence from 

the teacher. As well as understanding meaning, students are able to check pronunciation, the 

grammar of the word (e.g. verb pattern verb forms, plurality, comparatives, etc.), different spelling, 

style and register, as well as examples that illustrate usage.[5] 

We could not talk about vocabulary teaching nowadays without mentioning Lewis, whose 

controversial, thought-provoking ideas have been shaking the world since its publication. We do 

into intend to offer a complete review of his work, but rather mention some of his contributions that 

in our opinion can be readily used in the classroom.  

His most important contribution was to highlight the importance of vocabulary as being basic 

to communication. We do agree that if learners do not recognize the meaning of keywords they will 

12 

 

be unable to participate in the conversation, even if they know the morphology and syntax. On the 

other hand, we believe that grammar is equally important in teaching, and therefore in our opinion, 

it is not the case to substitute grammar teaching with vocabulary teaching, but that both should be 

present in teaching a foreign language.  

I also defend the use of 'real' or 'automatic' material from the early stages of learning, because 

'acquisition is facilitated by material which is only partly understood'. Although he does not supply 

evidence for this, I agree that students need to be given tasks they can accomplish without 

understanding everything from a given text, because this is what they will need as users of the 

language. He also suggests that it is better to work intensively with short extracts of authentic 

material, so they are not too daunting for students and can be explored for collocations. Finally, the 

Lexical Approach and Task-Based learning and Vocabulary have some common principles, which 

have been influencing foreign language teaching. Both approaches regard intensive, roughly tuned 

input as essential for acquisition, and maintain that successful communication is more important 

than the production of accurate sentences. We certainly agree with these principles and have tried to 

use them in our class. In life communication it is possible that where vocabulary is used correctly it 

can cancel out structural inaccuracy. Thus we must have something to say, we must have meanings 

we wish to express and we need to have a store of words that we can select from. We should posses 

with the sufficiently large scale of vocabulary to express the complexity of feelings. 

We want to tell you about some types of games activities. 

 

Bibliography: 

1. G.G.Artyushina, O.A.Sheypak, A.O.Atryushina 

English language teacher motivation, Conference ICL2009 September 23 -25, 2009 Villach, 

Austria 1(4) p.3-4. 

2. Hargreaves, Andy: The emotional practice of teaching. Teaching and teacher Education, 

1988, 14/8, p.835-854. 

3. Dornyei, Zoltan. Motivational Strategies in the Language Classroom. Cambridge: 

Cambridge University Press (2001). 

4. Games, Games, Games (a Woodcraft Folk handbook sold in Oxfam shops in UK). 

5. G.V. Rogova. Methods of teaching English. Moscow (1983). 

6. Gear, J. and R. Gear. Incongruous visuals for the EFL classroom. English Teaching Forum. 

(1988). 

 

 

Абдимоминова Дилдаш Каапаровна 

аға оқытушы ,ҚМПИ,  

Костанай қ. 

 

ЖОҒАРҒЫ

 

ОҚУ

 

ОРНЫНДА

 

БЕЛСЕНДІ

 

ƏДІСТЕРДІ

 

ҚОЛДАНУДЫҢ

 

МАҢЫЗЫ 

 

АННОТАЦИЯ 

 

Оқытудағы  тұлғаның  белсенділігі  психологиялық,педагогикалық  ғылымдар  жəне  білім  беру 

тəжірибесінде  өзекті  мəселелердің  бірі.  Оқытушының  міндеті  тек  қана  бəрін  түсінікті  етіп 

əңгімелеп, көрсетіп беру ғана емес, сонымен қатар студентті ойлауға, практикалық əрекеттердің 

дағдысын  үйрететіндігінде.  Осыған  орай  бұл  мақалада  жоғарғы  оқу  орындарында  оқытудың 

белсенді  əдістерін  қолданудың  қажеттілігі  қарастырылған.  Белсенді  оқу  үрдісінде  оқытушы  мен 

білім  алушының  рөлі  анықталып,тұлғаның  оқудағы  белсенділігін  арттыру  үшін  қолданылатын 

əдістердің  жиынтығы  қысқаша  түсінігі  оларды  қолданудың  ерекшеліктері  берілген..  Оқу  үрдісіне 

белсенді əдістерді қолдану жайлы ұсыныстар берілген. 

Түйінді  сөздер:  Педагогикалық  технологиялар,оқыту  əдістемесі,  енжар,  белсенді  жəне 

интербелсенді əдістер. 

 

 

13 

 

 

 

АННОТАЦИЯ 

Проблема  активности  личности  в  обучении - одна  из  актуальных  в  психологической, 

педагогической  науке  и  образовательной  практике.  Задача  педагога  заключается  в  том,  чтобы  не 

только  доступно  всё  рассказать  и  показать,  но  и  научить  ученика  мыслить,  привить  ему  навык 

практических  действий.  Этому  могут  способствовать  активные  формы  и  методы  обучения.  В 

работе  раскрывается  проблема  активности  личности  в  обучении,  даётся  характеристика 

активных методов обучения, рассматриваются особенности использования их на уроке. 

В статье была рассмотрена необходимость использования активных методов обучения в вузе. 

Была определена роль преподавателя и студента в учебном процессе.  

Ключевые  слова:  педагогические  инновации,  интерактивные  технологии  обучения,  активные 

методы обучения, педагогическая технология. 

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