Mental Enlightenment Scientific-Methodological Journal
Abstract
The article touches upon the topic of using the method of role-playing games / simulations in teaching students’ foreign language. Particular attention is paid to the question of how this method can be used in universities to encourage students to make the most of a foreign language in class. The author draws attention to the fact that the types of role-playing games can be different depending on the level complexity and language skills of students, and that the correct choice is necessary role-playing game corresponding to the level of knowledge of the group. The article demonstrates that role-playing games which are extremely useful and can help students consolidate their knowledge and to teach them a foreign language for professional purposes.
First Page
259
Last Page
275
References
[1]. Andreeva A. I., Gozalova M. R., Loseva E. S. Possibilities of “Blended Learning” in the system of Russian higher education // European Social Science Journal (European Journal of Social Sciences). 2016. No. 3. P. 210–216.
[2]. Bedrina V.V., Petrova E.I., Tarasova E.Yu., Smirnova N.A. Role-playing games as a factor in the formation of general cultural and professional competencies // Electronic scientific and methodological journal of the Omsk State Agrarian University (electronic journal). 2015. No. 2 (2). P. 94–103.
[3]. Valeev A.A., Kondratieva I.G. Methodological problems of teaching a foreign language in the context of intercultural communication // Foreign languages in the modern world: infocommunication technologies in the context of continuous language education. Sat. materials of the VII International Scientific and Practical Conference / Under the scientific. ed. F.L. Ratner. 2014, P. 536–543.
[4]. Gozalova M.R. Project activity as one of the methods for developing communicative competence // Service in Russia and abroad. 2014. No. 2(49). P. 89-97.
[5]. Ilinova E.V. The use of the communicative method (games) in teaching a foreign language // Scientific works of the Kuban State Technological University. 2015. No. 11. P. 338–343.
[6]. Raptanova I.N. Simulation technology as an effective method of teaching a foreign language. A new word in science and practice: hypotheses and approbation of research results. 2014. No. 9. P. 31-36.
[7]. Sakhno E.M., Logvina S.A. Psychological factors that determine the process of teaching professional vocabulary // Symbol of Science. 2016. No. 4−2. P. 175–178.
[8]. Spatar-Kozachenko T.I. The role of foreign languages in the formation of a cross-cultural and service space (on the example of languages spoken on the territory of modern Spain) // Service in Russia and abroad. T. 9. 2015. No. 2 (58). P. 204-216.
[9]. Shaikhislamova L.F. Role-playing games based on information and communication technologies in teaching dialogic speech to students of non-linguistic universities // Philological Sciences. Questions of theory and practice. 2015. No. 2-1 (54). P. 201–204.
[10]. Burns, A. C., & Gentry, J. W. (1998). Motivating students to engage in experiential learning: a tension-to-learn theory. Simulation and Gaming, 29, 133–151.
[11]. Christopher, E. M. & Smith, L. E. (1990). Shaping the content of simulation/games. In D. Crookall & R. L. Oxford (Eds.), Simulation, gaming, and language learning (pp. 47–54). New York: Newbury House.
[12]. Cummings, M.G., & Genzel, R. B. (1990). Simulation/game design and adaptation. In D. Crookall & R. L. Oxford (Eds.), Simulation, gaming, and language learning (P. 67–72). New York: Newbury House.
[13]. Jones, K. (1982). Simulations in language teaching. (pp. 35–56). Cambridge: Cambridge U. Press.
[14]. Kaplan, M. A. (1997). Learning to converse in a foreign language: the Reception Game. Simulation and Gaming, 28, P. 149–163.
[15]. Ladousse, G. P. (1987). Role play. (P. 102–107). Oxford: Oxford University Press.
[16]. Richards, J. C. & Rodgers, T. S. (1986). Approaches and methods in language teaching. Cambridge: Cambridge University Press. P. 45–48.
[17]. Sadow, S. A. (1987). Speaking and listening: imaginative activities for the language class. In W. M. Rivers (Ed.), Interactive language teaching (P. 33–43). Cambridge: Cambridge University Press.
[18]. Scarcella, R. & Crookall, D. Simulation/gaming and language acquisition. In D. Crookall & R. L. Oxford (Eds.), Simulation, gaming, and language learning. New York: Newbury House. 1990. P. 223–230.
[19]. Scarcella, R. & Oxford, R. L. (1992). The tapestry of language learning. Boston: Heinle and Heinle. P. 235–238.
[20]. Skehan, P. (1998b). Task based instruction. In Grahe, W. (Ed.), Annual review of applied linguistics. Cambridge: Cambridge University Press. P. 268–286.
Recommended Citation
Ravshanova, Tursunoy; Karshieva, Ruzigul; and Kuvvatov, Makhkam
(2022)
"THE THEORETICAL AND PRACTICAL BASIS OF ROLE GAMES IN TEACHING FOREIGN LANGUAGEGES,"
Mental Enlightenment Scientific-Methodological Journal: Vol. 2022:
Iss.
3, Article 26.
Available at:
https://uzjournals.edu.uz/tziuj/vol2022/iss3/26