Many have been said about the weaknesses of the traditional English teaching method in Uzbekistan, and the strengths of the communicative language teaching approach. Nowadays, the general situation of Uzbekistan’s English teaching and learning is very satisfactory, as “ English” is efficiently taught in a large number of classrooms. However, it is my conviction that there is still a long way to go in English teaching reform and improving its teaching quality in Uzbekistan. Sometimes, getting a new method as the communicative language teaching approach is easy but it wields difficulties while being accepted, understood and applied to practical classroom teaching .Therefore, the techniques of applying the communicative language teaching approach to classroom teaching is not out of date discussion. So, we discuss and explore benefits of using games in the English class, which is often regarded as one of the best way to get the students involved in the classroom activities in which their communicative ability is practiced and ameliorated.
We have a lot of good ideas about English teaching. Among them, using games are easily accepted by many elementary students which is a very profitable and beneficial aspect of communicative method. Game is known to everyone as an activity providing entertainment or amusement; where players compete with each other according to some set of rules. As Rixton ( 1981) stated “A game is an activity carried out by cooperating or competing decision-makers, seeking to achieve, within a set of rules, their objectives” . Both the teacher and students enjoy doing this activity and it is appealing as playing in the vacation spot, especially for young learners. If games are used for novices, pupils can feel themselves relaxed and enjoyed in using the second language without being afraid of making mistakes.
Diverse skills of students would be improved by utilizing games, as Wright, Betteridge and Buckby (2006) said, "Games can be found to give practice in all the skills, in all the stages of the teaching and learning and for many types of communication" . In the process of playing language games, the rules of the games should be comprehended well by learners, and they should be able to realize what to do or say during this procedure. In this way they rehearse more in listening and speaking. Furthermore, when games are implemented, students endeavor to get their ideas, thoughts, concepts, feelings and emotions expressed in the process of interaction. Games may simultaneously assist and promote many learners to support their interests and work. Students’ motivation to learn the language can rise via games, especially the weaker ones, feel a real sense of accomplishment when they control a game . Additionally, games can be used at any stage in a lesson: at the pre-stage to identify what the students can or cannot do; during the lesson for language practice purposes; or at the post-stage to fortify and „reward‟.
Different types of games, such as Guessing games, Picture Games, Sound Games, Mime, Fact-finding Games, Debates, Jigsaw Games and Role Plays can be used at diverse stages for various types of language learning. In order to get the best outcomes teachers should conduct the above mentioned games appropriately in the process of teaching.
In the language teaching, when games are used, teachers should pay attention to time, choice, preparation and management. So, time, which is given to games depend on personal content, but it should acquire small proportion of teaching time. Also, teacher should take many factors into account when choosing games, including the level of the students, the main aim of having a game, the interest of the students, the appropriate time to use a game and the availability of materials. Games may be good pleasure but they require to be thoroughly prepared and elaborated. It is important to try to anticipate any logistic or linguistic problems that may befall in order to be able to cope with them efficiently. The teacher must determine beforehand how to organize the students and the classroom so that the spending of a game can be executed as quickly and smoothly as possible. Since working in pairs and in a group provide students active participation, language practice will be much higher.
From the afore mentioned analysis, it can be concluded that teaching and learning English by means of language games is fruitful and efficient in amending students’ communicative competence. While in the traditional method of teaching English is teacher-centered, communicative language teaching approach is untraditional method and learner-centered, students are actively participated in playing games which can arouse and gain their interest in learning, provoke their motivation of study, and simultaneously get lots of opportunities to wield their main skills of listening and speaking practiced. Admittedly, there are many challenges in using games in most of the English classes, however it is probably to use them as long as both teachers and students appreciate their worth and function. When using games, such factors as the time, choice, preparation and management should be taken into the consideration, which is the warrant of successful use of language games in class. In conclusion, using games in English teaching represents communicative approach which is — “Communicating for learning” and “learning for communicating”.