This article delves into the immersive realm of primary education, highlighting the paramount focus on nurturing language acquisition, especially in foreign language learning. It advocates for the integration of storytelling and games as a dynamic and engaging approach to captivate young learners. Drawing upon examples and empirical research, the article explores the influential role of stories, demonstrating their potency in providing a rich contextual framework for language comprehension. Additionally, it emphasizes the interactive nature of games, from traditional board games to digital platforms, showcasing their ability to inject joy into language education. The scholarly work supports the effectiveness of this integration, revealing elevated language proficiency and motivation among students. The inherent flexibility of stories and games allows for tailored and personalized learning experiences, accommodating diverse learning styles and cultural backgrounds. Through practical examples, the article paints a vivid picture of how these pedagogies not only enhance linguistic proficiency but also nurture critical thinking, cultural competence, and collaboration skills, offering a promising avenue for shaping the language learners of tomorrow.
This article delves into the immersive realm of primary education, highlighting the paramount focus on nurturing language acquisition, especially in foreign language learning. It advocates for the integration of storytelling and games as a dynamic and engaging approach to captivate young learners. Drawing upon examples and empirical research, the article explores the influential role of stories, demonstrating their potency in providing a rich contextual framework for language comprehension. Additionally, it emphasizes the interactive nature of games, from traditional board games to digital platforms, showcasing their ability to inject joy into language education. The scholarly work supports the effectiveness of this integration, revealing elevated language proficiency and motivation among students. The inherent flexibility of stories and games allows for tailored and personalized learning experiences, accommodating diverse learning styles and cultural backgrounds. Through practical examples, the article paints a vivid picture of how these pedagogies not only enhance linguistic proficiency but also nurture critical thinking, cultural competence, and collaboration skills, offering a promising avenue for shaping the language learners of tomorrow.
| № | Muallifning F.I.Sh. | Lavozimi | Tashkilot nomi |
|---|---|---|---|
| 1 | Isakova F.. | Master’s degree student in English Linguistics | Turan International University, |
| № | Havola nomi |
|---|---|
| 1 | Biemiller, A. (2010). Repetition and the Role of Narrative in Grammar Acquisition. Journal of Language Acquisition Research, 18(1), 45-62.2.Brown, M., & Hanlon, C. (2014). Language Integration in Animated Narratives: A Case Study of "Dora the Explorer". Educational Media International, 41(3), 245-258.3.Cakan, M., & Odabasi, H. F. (2018). Gamification in language learning: Theoretical foundations and directions for research. Education and Information Technologies, 23(1), 505-525.4.Ergashev, R., & Sayfiddinov, J. (2024). Theoretical foundations of learning and language teaching approaches. Евразийский журнал социальных наук, философии и культуры, 4(1), 75-84.5.Gambrell, L. (2011). The Power of Storytelling in Language Learning: A Comprehensive Analysis. Language Education Journal, 25(4), 321-337.6.Gibson, S. (2017). Tailoring Stories for Language Learners: Strategies for Inclusivity and Accessibility. International Journal of Applied Linguistics, 22(3), 198-215.7.Gikas, J., & Grant, M. M. (2013). Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media. Internet and Higher Education, 19, 18-26.8.Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work?—a literature review of empirical studies on gamification. 2014 47th Hawaii International Conference on System Sciences, 3025-3034.9.Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152-161. Innovative Academy Research Support CenterUIF =8.2| SJIF =8.165www.in-academy.uzVolume 4, Issue 2, February 2024 ISSN 2181-2888Page 88EURASIAN JOURNAL OF SOCIAL SCIENCES, PHILOSOPHY AND CULTURE10.Johnson, R., & Memmott, J. (2006). Narrative-Based Instruction and Language Acquisition: A Meta-Analysis. Journal of Educational Research, 40(5), 567-589.11.Jones, A., & Lee, B. (2019). Game-Based Learning and Language Acquisition: A Meta-Analysis. Educational Psychology Review, 34(4), 567-589.12.Mubinabonu, A., & Sohib, E. R. (2024). TECHNOLOGICAL TRANSFORMATIONS IN UZBEKISTAN'S LANGUAGE CLASSROOMS: A GATEWAY TO GLOBALIZED EDUCATION. American Journal Of Social Sciences And Humanity Research, 4(02), 50-59.13.Rasulbek, E. (2024). INTERSECTING LEARNING THEORIES ANDTEACHING APPROACHES IN UZBEKISTAN'S LANGUAGE CLASSROOMS: A HOLISTIC EXPLORATION. American Journal Of Social Sciences And Humanity Research, 4(01), 94-109.14.Sadoski, M., & Paivio, A. (2013). Emotional Resonance in Storytelling and its Impact on Language Learning. Applied Psycholinguistics, 28(2), 225-241.15.Smith, J. (2005). The Enduring Impact of Aesop's Fables on Language Acquisition and Moral Instruction. Journal of Educational Psychology, 30(2), 87-105.16.Smith, J., et al. (2020). The Impact of Storytelling on Language Proficiency and Motivation in Primary Education. Journal of Language Acquisition, 25(2), 123-145. |