Abstract
The traditions of rural architecture have formed and developed for centuries, taking into account the natural and climatic conditions of the territory, living conditions of the local population of the Republic of Uzbekistan. Preservation of pilgrimage places, mosques, bathhouses, national houses, historic architectural masterpieces in rural areas, which is consisted by almost half the population of the country, require a wider study of this area. Because architectural masterpieces are our national cultural heritage, our value and identity. The article gives an overview of the traditional methods as well as the harmony of modern architecture.
Highlights
Nowadays English is an important medium that helps people to interact.In teaching and learning settings, studentsare constantly motivated to master English language and its related skills in order to be able to benefit by the various opportunities offered by the globalization.,English is needed in many fields to support a number of activities in which people speaking a variety of languages are involved
In Uzbekistan, learning vocabulary has been considered as a boring subject for a long time and the traditional way of learning vocabulary by mere copying and remembering has shown to be less than effective
It is believed by a large majority of EFL teachers in Uzbekistan Republic that games are just used for fun and they have very little effect in teaching and learning
Summary
Nowadays English is an important medium that helps people to interact.In teaching and learning settings, studentsare constantly motivated to master English language and its related skills in order to be able to benefit by the various opportunities offered by the globalization.,English is needed in many fields to support a number of activities in which people speaking a variety of languages are involved. Learning by playing games is a good way to make students understand English language for in doing fun activities by themselves, they will find it easy to remember and learn about the materials taught by their teacher. Lee holds that ‘’most of language games make learners use the language instead of thinking about learning the correct form’’ [1979:2] He says that games should be treated as central not peripheral to the foreign language teaching program. ‘’They are highly motivating and entertaining, and they can give shy students more opportunity to express their opinions and feelings’ ‘Hansen, [l994: 118] They enable learners to acquire new experiences within a foreign language which are not always possible during a typical lesson
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