Speech is a mеans of exchаngіng information with the outside world. That’s whу, іn sсhооl аnd lеаrning сoursеs, much attention is paid to the develоpmеnt of cоherent spееch. Didactic games for the development of speech is a way of forming the correct speech, pronunciation, development of motor skills and expanding vocabulary. This article considered problems of speaking skills in primary schools and its decision. Didactic games are useful in that they, in a playful way, without straining children, develop speech functions. A preschooler game fіlе саbinеt inсludеs methоds used to develоp spеeсh, thinkіng, and even memory. For kids, the game is the main means of learning, which is regularly used by teachers in preschool institutions and parents. The desire of preschoolers to play is constantly manifested, an expеrienced teacher will direct him in the right direction so that the baby develops in a playful wаy. And the correct and full development іs possiblе only if the correct approach to the formulation of exercises. In practical research used methods as experiment, еxреrіеncе and observation. There are different types of didactic games in this article.In concluding for primary learners it is very important and more effective using didactіcal gаme fоr imprоving speaking skills.
Keywords: games, speaking skills, young, learner, didactic, children, play, effective
Introduction
The importance of researching the problems of speech development is reflected in the fact that it affects all the interactions between which the student enters. The lack of control over speech is an objective reason that does not give the opportunity to freely participate in the life of society. Nowadays the learners of the primary classes do not speak enough in the lessons, they are practically stops with the words «yes» and «no». The problem of development and effectiveness of speech is improving their speaking skills with games.
Game teaching- a form of educational process in conditional situations, aimed at recreating and assimilating public experience in all its manifestation: knowledge, skills, and abilities, emotional and evaluative activities [Piu et al., 2021].
The game field –is a specially prepared and organized space, equipped for the convenience of gaming interaction, communicative work in teams, joint discussions and plenary sessions. The location of the game lesson has a significant impact on its effectiveness and satisfaction of the participants [Sviridova, 2019]. It should not only be equipped with all the necessary material and technical means, but also have an atmosphere conducive to communication.
Children created games a long time ago. They are creating them today, for themselves and tailored for their needs. Games are their natural need and one of their primary activities. Now comes the question what games
children love most and why.
— Games that offer role-play, the main character that permits self-affirmation and self-acknowledgment.
— Games that are dynamic, whose content has enough action (motor skills) and fast intellectual reaction to solving the task.
— Games that offer a spark of children’s healthy humor and create a good mood.
The games attract and keep children’s attention with their content which educates and creates good mood. The most effective game for young learners is a didactic games. The didactic game represents a form through which the children in an interesting way renew, spread, check and establish their experience and its capacities, and the acquired knowledge, experience and impressions are expressed and applied in new live and educative situations. Didactic games contribute to the overall development of the child; they direct their attention when perception and object observance are in question when comparing similarities and differences, encouraging fantasy and creativity. The content of didactic games broadens the general picture of the world that children have, directs their curiosity, encourages their speaking activity, enriches the vocabulary and stimulates oral communication. With the application of specially structured games (logical mathematical), the child develops logical thinking and creates special educational situations where he/she masters intellectual processes: serialization, classification, numerical construction, construction in time and space etc [Petrovska et al., 2013.
Didactic games develop children’s speech: the vocabulary is replenished and activated,the correct sound pronunciation is formed by ability. Didаctic gamеs are cоmposed that learners can make independent stories, events in nature and about the life( Didactic Games in Preschool Educational System , n.d.).
Besides these contemporary didactic games there are numerous indicators that appoint the value and the importance of the application of old, traditional children’s games. When talking about their favorite childhood games adults have the need to tell about how they еxperienced them and to what extent that helped them enter the peer circle and show their physical and intellectual achievements, show their preference and love to a friend оr a gіrlfriend and have a good time along the way. These kinds of games were learnt from older children (primarilу
from brothers and sisters), and then from adults (family members and teachers). Even today children play old traditional games with joy despite the appearance of computer games which can restrain some spheres of children’s development and their creativity.
The main objective of this research is the views and opinions of nursery school teachers about the role of games for the development of children and their application in the educational activity at the primary schools. At the same time, we wanted to determine what games (traditional or contemporary) nursery school teachers practice in everyday educational practice, which they are, and to discover the reasons for their preference [Petrovska et al., 2013].
Methodology
For this research used methods as observation and experiment. Also was taken survey among English teachers and master degrees.
Observation research is a qualitative research technique where researchers observe participants' ongoing behavior in a natural situation. The purpose of this type of research is to gather more reliable insights. In other words, researchers can capture data on what participants do as opposed to what they say they do [Varlamova et al., 2016.
The experimental method involves manipulating one variable to determine if changes in one variable cause changes in another variable. This method relies on controlled methods, random assignment and the manipulation of variables to test a hypothesis(Sevim, 2009). Experiment was in the Comprehensive Secondary school Ikan, which situated in town Ikan. 2-A and 2-E classes are used for experiment. 2-“A” class-experimental class, 2-“E” class for observing. In the 2-“A” class used didactic games during the lesson (in the middle and in the end of lesson). In the 2-“E” class lessons were without using didactic games. During experimenting these two classes, teachers and students of English language filled out a questionnaire. There were participated 30 respondents at ages 18–45, which 87 % women and 13 % men. Also survey shows that 80 % of teachers in school and at university or college composed women. It consists 67,7 % high educational, 25,8 % master’s degree participants. The purpose of the survey is to find out the teachers, students opinion about using didactic games in primary schools for improving learners speaking skills. Most of participants of survey degree with idea using some didactic games in primary and in a secondary schools to improving learners interests and learners speaking skills. Experiment shows that learners in the experimental classes want to have more didactic games in the lessons. Also after experimenting there are no learners who take “3.
The didactic rule developed by the scientist and psychologist Y. A. Komensky speaks of the most important principle of visualization, without which learning will cease to be effective. The visual principle states that learning is advisable if you use the senses.The rule says that it is important to approach the formation of cognitive processes of children from a practical point of view. The guys will make experiments, observe, make mistakes, draw their own conclusions. Only through such methods will the process of gaining knowledge become effective.
It’s easy to create exercises and create the details for them with your own hands, there is material in every room. Kids are just starting to understand the world around them, help them better understand speech, learn to formulate thoughts and answer questions. Play these games:
— Print a picture of the room. Do it yourself or print and cut out pictures of animals: cats, dogs, parrots, fish. Say the animals don’t remember where their place is. Ask the baby to place the cat on the couch, the dog under the table, the parrot over the sofa and the fish in the aquarium. The game is designed to study prepositions. In its course, highlight prepositions with a voice.
— Give the child a word. For example, a cup. Ask to name the same subject, only a small one. If you do not guess, say that it is a “cup”. Practice with multiple items in one game.
— Tell your child, “What is green around us?” Let him list green objects. Change the question. Options: what items will I say that they are red? Do you know which objects are yellow?
Games are suitable for the first and second younger groups. Remember that children are not yet able to concentrate on one lesson for a long time, so do not engage with them longer than 20 minutes a day, unless the baby asks for more [El Mawas et al., 2020.
Also there are a lot of types of didactic games for improving learner’s speaking skills, like vocabulary didactic games, coherent speech games, grammatical didactic games and etc. These games differences by learner’s age. The collection of word games is a valuable resource for the teacher of young through adult learners of English as a second or foreign language. Focusing primarily on language development through the use of high frequency vocabulary and structures, they reinforce classroom lessons and provide additional spelling, conversation, listening and speaking practice.
The most instructive language learning games are those that emphasize specific structures. They do not only practice the basic pattern but also do so in a pleasant, easy way that allows the students to forget they are drilling grammar and concentrate on having fun. The following games are concerned with Yes/No questions, Wh-questions, tag questions, comparative and superlative, adverbs, modals, demonstratives, etc.
Most learners somehow accept that the sounds of a foreign language are going to be different from those of their mother tongue. What is more difficult to accept is that the grammar of the new language is also spectacularly different from the way the mother tongue works [Gök et al., 2020].
Grammar is perhaps so serious and central in learning another language that all ways should be searched for which will focus student energy on the task of mastering and internalizing it. One way of focusing this energy is through the release offered by games. Teenagers are delighted to be asked to do something that feels like an out-class activity and in which they control what is going on in the classroom — they become the subjects, while for a lot of the 15,000 hours they spend in schools they are the objects of teaching. The point is that fun generates energy for the achievement of the serious goal.
Where exactly do such games fit into a teaching programme? Grammar didactic games can be used in three ways:
— diagnostically before presenting a given structure area to find out how much knowledge of the area is already disjointedly present in the group;
— after a grammar presentation to see how much the group have grasped;
— as revision of a grammar area.
One should not use grammar games as a Friday afternoon `reward' activity. Using them as a central part of the students' learning process would be a better idea. Thus, each didactic games is proposed for a given level ranging from beginner to advanced. This refers simply to the grammar content of that particular game. But, as it has been already mentioned above, a lot of activities can be adapted to different classes with different grammar components. By changing the grammar content a teacher can, in many cases, use the game frame offered at a higher or lower level(“‘Economic Education’ with Using the Game in Primary School Education of Social Studies,” 2017). Generally, any frame can be filled with any structures you want to work on with your students. The students have to take individual responsibility for what they think the grammar is about. The teacher is free to find out what the students actually know, without being the focus of their attention. Serious work is taking place in the context of a game. The dice throwing and arguing lightens and enlivens the classroom atmosphere in a way that most people do not associate with the grammar part of a course. The `game' locomotive pulls the grammar train along. Everybody is working at once- the 15–30 minutes the average game lasts is a period of intense involvement.
Other reasons for including didactic games in a language class are:
— They focus student attention on specific structures, grammatical patterns.
— They can function as reinforcement, review and enrichment.
— They involve equal participation from both slow and fast learners.
— They can be adjusted to suit the individual ages and language levels of the students
— They contribute to an atmosphere of healthy competition, providing an outlet for the creative use of natural language in a non-stressful situation.
— They can be used in any language-teaching situation and with any skill area whether reading, writing, speaking or listening.
— They provide the immediate feedback for the teacher.
— They ensure maximum student participation for a minimum of teacher preparation.
A game should be planned into the day's lesson right along with exercises, dialogues and reading practice. It should not be an afterthought.
Didactic games are a lively way of maintaining pupils' interest in the language, they are fun but also part of the learning process, and students should be encouraged to take them seriously. They should also know how much time they have to play a game. It's not useful to start a game five minutes before the end of the lesson. Students are usually given a `five-minute warning' before the time is over so they can work towards the end [Sultanova DT, 2011].
Vocabulary didactic games
Enriching the vocabulary of children is the main thing that parents should work on. It must be remembered that adults are an example for children, and in those families where they speak a rich literary language, the child will have correct, well-developed speech. No need to wait for a certain age, already close to the baby can talk about the objects of the world. So the passive vocabulary of the child accumulates, which then becomes active.
The accumulation of a passive dictionary of a preschool child should include words denoting objects of the world, their properties, purpose, relationship. In addition, it is necessary by all means to activate the dictionary so that the child can use a large number of words in colloquial speech. For this purpose, educational games for expanding the quantitative reserve and consolidating the lexical meaning of the word are suitable for home schooling [Dorier & Marechal, 2008.
«Bag of words»
A popular game like a “wonderful bag” helps to accumulate the vocabulary of preschool children and teach them how to compare a word and an object. You can spend with children of all ages, the difference in each age group will be the complication of the verbal series. Younger children fix the names of objects, older ones pay more attention to the properties and purpose of objects, their relationship. The host prepares a beautiful pouch where small toys familiar to children are stacked. The child must grope the object in the bag and name it, for example, a ball, spoon, rope, cube. Then the item is pulled out of the bag and checked to see if the child is correctly named. At an older age, the rules are complicated: you need to grope and get the item according to the description. For example, the host gives the task: “Find a round, smooth, like a bagel, you can put it on your finger (ring)” or “A soft, fluffy little ball loves milk (a toy kitten) very much”, or “Long, heavy, metal (spoon)”. Having taken the item, the child must supplement the remaining properties (color, shape, purpose). If the game is in a subgroup of children, the one who correctly found and named all the objects wins.
«Is this place called...?"
An educational game that teaches a child to understand the lexical meaning of a word. Useful in that you can play in any environment: while walking, in the country, at home. An adult calls a common concept, and a child gives him a name. For example, a place where children study (school); where the kids make Easter cakes (sandbox); where books for reading are given out (library), where people come to watch movies (cinema). Be sure to encourage the child who understood and said all the words. For kids, the game will be difficult for now, so you can start with middle-aged preschool children of four or five years [Baharudin & Md Yunus, 2019].
«How right?"
A playful game, similar to the previous one in the task: do you need to choose the correct interpretation of the word, for example, a spoon — an object for digging the earth? for drawing? for food? Is the chair a subject for sleep? for driving on the road? for sitting? Is the watering can a drinkable item? for watering flowers? for storing buttons? Such funny concepts will amuse the child and help to correctly understand the lexical concept.
«Guess what it is?"
The task of the using game is tо correctly recognize the subject by its parts. For example, the host says: “Cabin, propeller, motor, wings, landing gear (airplane); body, engine, wheels, steering wheel, headlights (car); walls, roof, windows, foundation, pipe, door (house); sidewalks, roadway, pedestrians, cars (road). ” In the game for kids, you can use pictures to rely on visual material. Older children work on auditory perception.
«What did the artist forget?"
The game helps to fix the name of the parts of objects, to activate the vocabulary of children. An adult prepares pictures depicting objects that lack parts: the house has windows, the legs of the chair, the kettle has lids, and the bag has handles. The child must correctly name the missing part and finish it. For older children, you can gradually complicate the plot of the pictures and increase the number of missing details, for example, tea utensils on the table.
The role of didactic games in the development of speech :
Significantly increase vocabulary, contribute to the development of coherent speech, learn to make a story, allow to form the correct pronunciation of sounds, learn to choose the right words depending on the situation. This type of games allows the child to expand knowledge about the world. They do not require special expensive materials. You can play them anywhere. The main thing in such games is the possession of speech. If parents with a child ride in vehicles or stand in line, then at this time they can play word games. Then time will be spent with great benefit.
Didactic speech games are fаscіnаting and at the same timе informative. Such games do not require in-depth knowledge in the field of pedagogy; therefore, they can be used with great success by parents. Thanks to such games, children develop a craving for word creation, they successfully master their native speech [Mogrovejo et al., 2019b].
In conclusion, games also lend themselves well to revision exercises helping learners recall material in a pleasant, entertaining way. Games are a lively way of maintaining pupils' interest in the language, they are fun but also part of the learning process, and students should be encouraged to take them seriously. They should also know how much time they have to play a game. It's not useful to start a game five minutes before the end of the lesson. Learners are usually given a `five-minute warning' before the time is over so they can work towards the end. Teachers should be very careful about choosing games if they want to make them profitable for the learning process. If games are to bring desired results, they must correspond to either the student's level, or age, or to the material that is to be introduced or practiced. Not all games are appropriate for all students irrespective of their age. Games encourage, entertain, teach, and promote fluency. If not for any of these reasons, they should be used just because they help pupils see beauty in a foreign language and not just problems. Using didactic games in primary schools for improving speaking skills fix out “Yes” or “No” phrasing.
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