STUDENTLERDI BIRLESTIRIW: XALÍQARALÍQ IZERTLEWLER HÁM PÁNLER BOYINSHA BIRGE
ISLESIW 1-XALÍQARALÍQ STUDENTLER KONFERENCIYASÍ. NÓKIS, 2025-JÍL 20-21-MAY
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VISUAL –IMAGINATIVE DEVELOPMENT THROUGH VISUAL AIDS IN
ENGLISH CLASSES
Academic supervisor - Ibragimova Asal Rustambekovna
Karakalpak State University named after Berdakh
Almuratova Mavlyuda Ongarbay kizi
2
nd
year bachelor degree student of
Karakalpak State University named after Berdakh
Introduction.
The primary focus of English teaching is on organizing pupils' cognitive activity,
with attention, thinking, and imagination serving as the three key cognitive processes.
Getting pupils' attention is the major challenge in teaching English. Making the lecture
entertaining and practical is the teacher's responsibility. The availability of various teaching
techniques and educational work formats is crucial to finding a solution to this issue. [4]
As visual-imaginative thinking predominates in fifth-graders and they process all material not
only orally but also symbolically, visual learning is one of the most effective ways to increase student
attention in English courses. As a result, English language instructors actively employ visibility as an
extra strategy for helping students remember and retain knowledge as well as for improving their
ability to pay attention and use their imaginations as well as their visual and emotional memories. The
child's active cognitive activity causes the visual picture to develop. The child's unique talents,
knowledge, level of imagination, and the clarity of the first pictures of perception all have a role in
how clearly the child's representations are made.
Imaginative development through visibility in English classes.
Linguistic and non-linguistic
visibility encompass the entire range of visibility categories seen in English instruction.
Language visabilities exposure comprises:
1. Speech and communication visibility.
2. Oral or written demonstration of discrete language phenomena (phonemes, morphemes, words,
phrases, etc.).
3. Visibility of linguistic and grammatical schematics (diagrams, tables, etc.). [3]
Any non-linguistic presentation techniques, such as natural and visual visibility seen in paintings,
filmstrips, and movies, are considered non-linguistic visibility. Auditory, visual, and motor-motor
visibility are differentiated according on analyser type. Combine many forms of visibility when
teaching English.
It is more difficult for pupils to become distracted during a class when they are learning with the
aid of visual and auditory information. For instance, it is more difficult to draw a student's attention
away from a speaker he is listening to carefully than it is to draw his attention away from a visual
impact. Sound, on the other hand, will cause the reader to get quite distracted. As a result, complex
perception makes it harder to become distracted, which makes the learning process more effective.
So, it is important to draw the conclusion that using clarity and approaches in English courses
improves teaching effectiveness and enables students to learn the language more purposefully and
enthusiastically. These methods encourage students' mental activity, foster attentiveness, lessen
exhaustion, and cultivate their imaginative creativity.
English language instructors employ visibility to encourage students' retention of material, as an
additional method of learning and remembering information, and as a bright reference signal that
supports the growth of skills like creativity and emotional and visual memory in children.
The concept of visibility is one of the most significant teaching ideas, proposed by the Czech
teacher Jan Amos Komensky (1592-1670), because the route of human cognition begins with sensory
experience of specific facts and occurrences. According to his "golden rule," everything visible is to
sight, everything audible is to hearing, everything scented is to smell, and everything substantial is to
STUDENTLERDI BIRLESTIRIW: XALÍQARALÍQ IZERTLEWLER HÁM PÁNLER BOYINSHA BIRGE
ISLESIW 1-XALÍQARALÍQ STUDENTLER KONFERENCIYASÍ. NÓKIS, 2025-JÍL 20-21-MAY
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_____________________________________________________________________________________________
296
touch, implying that cognition needs the involvement of as many sensors as possible [1]. In response
to the topic of how individuals obtain information, Disterveg stated that it is only via sight. Pestalozzi
regards visibility as the sole foundation for any progress. Sensory cognition is limited to the visibility
of learning, which becomes a goal in itself. Rousseau integrated learning into nature. The youngster
is outside and can observe what he needs to learn and study firsthand. But, as V.I. Zagvyazinsky points
out, the "golden rule" of didactics has not exhausted the concept of visibility. It necessitates a proper
relationship between the concrete and the abstract, and thus includes a transition from the sensually
concrete, in which natural and pictorial visibility is widely used, to the abstract, in which conditional,
schematic, and symbolic visibility is essential, as well as the opposite transition from the abstract to
the concrete [2].
Conclusion.
Visibility is one of the core components of education. The visual picture emerges as
a result of the child's active cognitive activity. The pictures of representation and perception are
markedly different. They are more content-rich than perceptual pictures, but their clarity, brightness,
stability, completeness, and length of retention varied amongst children. The sharpness of the pictures
of representation may vary based on the child's unique talents, knowledge, level of imagination, and
the clarity of the original images of perception. Thinking analyses these representations, recognizes
fundamental qualities and links between distinct items, and so contributes to the formation of more
generalized, deeper mental pictures of cognizable memorized objects (lexemes), which is vital while
learning languages.
References:
1. Загвязинский В.И. Теория обучения: Современная интерпретация. – М.: Академия,
2001. – 192 с.
2. Загвязинский В.И. О современной трактовке дидактических принципов // Сов.
педагогика. – 1978. – № 10. – С. 66-72.
3. Занков Л. В. Наглядность и активизация учащихся в обучении. — М, 2000. – С. 92.
4. Марцинковской Т.Д. Психология развития: Учебник для студ. высш. психол. и пед.
учеб. заведений /Под ред.– М.: Издательский центр «Академия», 2001.
5. https://doi.org/10.5281/zenodo.14270415
6. https://ajird.journalspark.org/index.php/ajird/article/view/476
THE IMPORTANCE OF GAMIFICATION IN EDUCATION: ENHANCING STUDENT
ENGAGEMENT AND LEARNING OUTCOMES
Auezbaeva Sh.
The 1st-year Student,
Berdakh Karakalpak State University
Keulimjaeva G.K.
Scientific Adviser, EFL Teacher,
Berdakh Karakalpak State University
Annotation
: This paper examines gamification as an educational approach that incorporates
game elements into learning environments to enhance student motivation and engagement. The
research demonstrates that thoughtfully implemented gamification can address challenges in
contemporary education, including declining student interest and the need to develop 21st-century
skills. The paper reviews theoretical foundations, empirical evidence, implementation strategies
across educational levels, subject-specific applications, and the challenges that must be addressed for
effective gamification.
Keywords:
gamification, educational technology, student engagement, motivation, game-based
learning, badges, leaderboards, educational innovation, learning outcomes, student-centered learning.
