Innovation of the republic of uzbekistan termiz state university the faculty of english philology

CONCLUSION
In conclusion: Since the world inside the classroom often differs so much from real-life experience, which makes students feel that the knowledge they encounter in school is inapplicable to their lives, the advocated use of simulations for communicative purposes engages the learners in first-hand experiences of knowledge which successfully bridge the gap between “reality” and “classroom.” Experiential learning acquired through simulations allows students to ”the matize” their lives while reaching a deeper and more personal understanding of the material to be covered. This becomes particularly important with military students, since they definitely need a wider range of real-life skills, regardless of the media they manifest through. Therefore, teaching the language must be supplemented by the development of critical thinking skills and consequently, learning the method takes precedence over the content: the how over the what. The experiential process provided by simulations involves a gradual transfer of autonomy from teacher to student, made possible through strategies of problem solving and inference. By provoking students to develop their own theories concerning somewhat cryptic information they obtain empowerment and inspiration.
Personal experience is, therefore, transformed into knowledge in order to create a “framework of meaning” which encodes the information more efficiently in the student's brain. Since information is transferred more effectively when people learn with understanding rather than merely memorize sets of facts, the student's educational experience should benefit from the implementation of active learning techniques.
The practice of using simulations as a pedagogical learning and testing tool in the classroom offered students and teachers alike a great sense of fulfillment and satisfaction in taking part in activities that are innovative, pragmatic in nature, and fun.
The ultimate success of any simulation hinges on the efficacy of this wrap-up session, where student`s and the teacher can openly discuss behaviors, outcomes, general language difficulties, and the contextual appropriateness of their language discourse. Because the teacher, as the controller, does not take part in the simulation, he/she is able to look in as an observer without inhibiting students from assuming their roles. Although there are several different approaches to debriefing, we have chosen to hold a one-hour session the next class period, giving us time to reflect back on the simulation and organize our comments regarding students’ behavioral or linguistic errors that were most apparent, and giving students a needed respite from such an intensive experience. Pedagogically speaking, this break also allows the teacher to view or listen to the tapes (if the case), record observations, and prepare follow-up classroom lessons in the form of short role plays to reinforce areas that need improvement.