Using role-playing games in learning English

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Introduction

Before to work on the , we found out for the of role-playing in learning. to Akhtam ,« effectiveness of in language has discussed by , but perhaps the summary of the to role-play is by Maxwell who the essence of is which can ' language , their and and make it for to teach the as as cultural ». The purpose in a language is to language and to yourself in it. We a foreign is a that is in the process in and that is not with the in everyday . , learning a with the of games . It improves ' skills for the acquisition .

The of our research is of a set of for the development of through in a foreign . We want to out the why we found and chose for our diploma . , many do not pay due to the use of role-playing in language . , lack of on this . It may to many will from the , and may also grave of the and lesson. But in the Academy of ( ) released a in which are to write for in the literal . The explained why is not only for the and well-being of , but why it is crucial for . That's why we an argument why « is not ; it is brain ».

The choose relevance of the research

One of the issues is the by of the scientific and of innovative in and education the requirements of . is why the development of , culture, and consciousness of and the of innovative in the system in the of a personality to achievements. is to give fundamental and the of culture and conditions for development. , requires the to comply , social and . On this , the President of the of N.A. Nazarbayev "we must the of education. should the of industrialization and of Kazakhstan". In the transition to a new of , since the person in the system is a , the of quality is to the teacher. The introduce in methods, in and constantly knowledge. The of the modernization of is the development of the and its provision in the needs of the XXI . The task of policy is to education and it in with the and needs of the , and the state.

A is a based on a student and a . should be not in the student's , but in the search for to each abilities. , games, , solving are the of the lesson of the new . this , the must the of his experience in a new way, lesson in to the interest of in the . These the creative of , lead to , conclusions, of knowledge. It is , without in a ready-made , but it independently, the , independently is remembered for a .

"The the door of for the and develops his without the , it is to form the ," as Sukhomlinsky , in the of role-playing , see themselves in the of person, to him. In this , the realizes the of through the of a language . is the best way to the of initiative, , solving, and , and it can be seen as an the game, and the who performs learning . of role-playing : students to own reality; the to interact people; ' motivation; shy in classes; self-confident; identify and .; pleasant and ; students the world is and that in the world be by simply ; emphasizes the use of skills.

The aim of the is to the effectiveness of games to ' speaking . research the effectiveness of games to ' speech .

Objectivesof the study:

1. To the faced by the of lyceum Suyunbay in ;

2. To determine the difficulties by the learners of after in acquisition;

3. To the of using on the students' ;

4. To develop and activities to the in learning ;

5. To methodological in the use of activities in teaching.

Expected Results:

The study is to be to give to teachers, , and researchers.

Secondly, the can get an advantage by various , the learner his and new skills.

Results of the , games in to improve the of to speak and . It can be that , , phonetics and can be through .

Practical of the contains a of developed and assignments to in English, in the of recommendations for use in the of English in .

Stages of : planning, , , and reflection.

1. : 1. We the study by all the of the authors and who working on . Also, we our ' ability to , difficulties while . We have a for our local too, in to identify the having by role-play . all this , we developed and workshops to in with the .

2. : in this , we activities already , e. g. a situation for a , concreted and role so the pupils their confidence, how the play be and etc.

3. Observation: was a activity. We the ' behavior and and determined in the use of ' language role-playing . collection was several , notes as . As we mentioned , were to the problems and of students and learning and role-playing . , workshops are for activities as , during , and activities.

4. : it led us to the gathered , for new ideas for the part of the . with the of the new set of strategies and , we advances and , which for persistent .

development . The has been so far at one level - . This can be by English of the school-lyceum. We significant , but is still to be in the development of . We are that the of our work and for the will be and allow us to idea and new heights.

Literature review

The term "" is associated emotions. to M.F. , the game the and requires a . It has an effect on the of game .

The is structured as a small , its own plot, , and characters. The is over and , each in a new . At the same , , the game is a real . Despite the of the game and the used, is an element of . students an question, begin to how to answer it. , the is characterized by . Verbal has and obligation, not in the itself, but in and facial .

The of the emergence of can be in the works of D.B. . It is that has its in the early of development. At , children had to with any preparation for it. , taught how to using than the . This is how about. we can conclude is closely to the conditions of the in .

Games widely in for a long of . A number of as L. S. Vygotsky, K. D. , A. S. , D. B. Elkonin, V. A. proved are of great in the process. I.S. with K.D. that " in language is not a collective fun, but the way to achieve goals - language to the to have a on any ". [2, p. 344].

of all, let us the main why should use in foreign . We can point out a of why it is important to use in language .

The reason, as by I.F. : "Games an impact on the of , auditory in students". [1, p. 93]. The of the also ' attention on is on in the lesson.

, "a can play an in enhancing the , facilitating the of learning, for the formation of a of students" [3, p. 9]. a new requires a lot of students, but in a , which is by , students the faster and [4, p. 6]. It is also that pupils to broadly, to use and imagination, beyond the . After all, in come up own answers to .

After a of grammar or , the games pupils and fatigue and, in way, to the relaxation of and diversify the . I.F. Alieva out the use of games in a "sense of of situations" in . [1, p. 93]. activities the motivation of to a foreign . The reasons the of the game in language .

The game is on relationships are in the process of . As a of interpersonal , the game the for communication, in participating in in a language, and in , it performs a and function.

The can be attributed to , since it the choice of , contributes to the of skills and , and simulating the of in various . In other , is an exercise for and abilities in an . In this , provides an .

In role-playing , discipline, , assistance, of a , readiness to be in activities, , the to defend of view, the , find the in certain , i.e. we can about the of the role-playing .

game the of schoolchildren to the of another , to see from the of a partner. It on planning own behavior and the of the , develops the to their , to an objective of the of others. , the game an function in the .

Adolescents for , for adulthood, and them the to go their of and expand it. the of the desires of , the game a compensatory .

Role-playing games in formate foreign asking language education

A lesson is as a phenomenon, the is a certain in which the and the enter social each , the learning is the of all those . At the time, in is the result of the use of all for learning. And make a to this . The use of games opportunities for the process.

Traditionally, are three of role-playing : 1) the game, 2) , 3) discussion of the . At all stages, the of the himself is , it is he who must the , stimulate , , direct it in the , identify and . As a learning , the must a of requirements. At the of role-playing , it is to give that to temperament. An in the distribution of is by the status of the in the .

Therefore, the consciously status, or that to positions in the of the . It is important to for students who do not in the team, are with . Such get the role of who have and in the plot. on the of different in different . You can use , pair and of training. All of their own , allow you to classroom and , and educational . are many of to prepare for a . Depending on the of the , the teacher can the suitable .

A game is a by its participants of the activities of , the conditions for . The effectiveness of is primarily due to an of , an increase in in the . The role-playing speech , as the find in a where the to say , ask, find out, , something the is actualized. The the desire of to each and , creates for in speech , the traditional teacher and .

The gives , students the to and thereby the of uncertainty. In a , student to take the , timid to remain . In a game, a role and be an partner in . In games, such of as the ability to a , support it, the , agree his or refute it at the , the ability to to the interlocutor, ask , etc.

Role to be sensitive to the use of a language. A is often not the one who the better, but the one who can recognize () the in which the are, into the that is (from the , ) and choose means, be most for .

Almost all in a role-playing is to speech , not only the , but the listener is as as , since he and remember the , correlate it the , determine how it is to the and the task of , and respond to the cue. have a on the formation of of students, to the mastery of a . They to the of such as , initiative; a of community. actively, , each , attentively to ; the teacher the learning .

E.I. formulated the for playing in ??as a of children's :

* The of an imaginary , an plan in will act, as as , game ;

* awareness of the by children ( will be as a of the game);

* by of the rule, the of allows the result;

* The of a specific in the by each , ensures in the collective of the .

It is important to account the :

1. The teacher exactly of skill, is trained in the ;

2. The should put the in of the need for ;

3. It is not necessary to the rules of a in strict - a rule can be a of the speech. But is a for creative, not ;

4. In teaching , the system of not be used;

The of the game should be into the

Scientists games the of a clear and definition of , which to offer own , most of , as M. and A. Drachen , are of a normative character.

Some in role-playing pay to the creation of in scientific . , J. Rosenblum some of her of call , and this her to the game as a , the feature of is . She views as a interactive , and in her , each new stories and new . It is to note , the point of of author, rise not to the of the story, but to the during it is . Stories are of role-playing , as in a case . RPG can be told and again, new and new meanings. The of creation is and be repeated, but is also .

Porter experiment Ladousse her ideas in her “RPG ”. This book to read and to after , as acting out .“ that you one of the to the pub or a witness to the , the situations you saw and act as a or a passer-by, .” In way, school are to share ideas and , their and fluently, and and the ability to the of view of .

It should be various (M.F. , D.B. Elkonin, N.P. , P.P. , L.S. Vygotsky, S.L. and ) and foreign (G. , A. , A. Duff, J. , F. and others). different of depending on the , of education, of of the child and . According to A.V. ,“ games can be : mobile; ; ; conditional; ” [3, p. 21].

Speech games are for teaching , as in the process of students communication and acquired of the language to . Game solving (situational ), specific ( games) or a problem ( ). The use of games in is a live of based on situation.

As you can see, the of activity in a language is to . The game " an effective for vocabulary and , pronunciation and speech ” [2, p. 344]. , in to implement in English , need to account , namely: the age of ; the of language of ; the number of in ; time for the . In addition, are a of requirements on the games :

- the age of the students ( be feasible to , not be too difficult or for ;

- compliance the covered ( not be divorced the process, but );

- the presence of a ( must a that fulfill the );

- the presence of , the observance of help to . Taking all the factors and all the requirements for , the will be to organize the use of in lessons.

Consider the of role-playing A.V. understands a as “situation-controlled an aimed at skills and skills” [3, p. 78]. The of games is involve life in the in English. on the definition, the of role-playing can be :

- such are “ to solve of mastering new , and developing , as well as for the of educational ” [3, p. 58];

- games the activity of . can show and consolidate "I" not in a game , but in the entire of relations - , personality - , - teacher" [3, p. 62];

- in the of the tasks of the , the of collective of takes ;

- games students the to to be someone , shyness.

L.A. , A.V. Konyshev main games:

1. The lies in the the role-playing “ the choice of , contributes of skills and , you to simulate the of in various " [3, p. 66]. In other , a is an exercise at the skills of .

2. The motivational and of the role-playing the awakening of the of communication by thoughts in .

3. The function the of discipline, as as qualities as and independence. teach to their own of and find to in various .

4. The function of is manifested in the they “ the to planning own and the behavior of the , the ability to actions, an assessment of the of ” [5, p. 146].

5. The is that the allows to up for the lack , as as trying on are inaccessible to in life.

For a of role-playing , it is to consider components. It was as a structure by A.V. [3]: a set of roles the in the game on; actions as a of these ; relationships ; games, as as and development ; use of objects (); the and content of the - reality (, ) where the are.

To conduct a in an English , the should be by a and understandable by A.V. Konyshev. of all, the needs to for conducting a . It is important to life will the of the game and be for schoolchildren, a and game .

In , the teacher the roles of , handouts, . In addition, no competently into the of the , identify the and clearly and the rules, that . After the , it is necessary to the done, can we you to share , find out and where made. At the end the it is to sum up the results, the and minutes of .

It should be some , as like, for , W. , they , despite the in this , games been .

Of course, a lesson is not a . The trust and of between the and the , which due to the game and the themselves, the to serious , of any real . The contributes to the of activity of in the of a foreign . It a considerable , because it a foreign , creative and .

Role-playing games as order improving system speech skills

In the , knowledge of at one language is . Of all four of activity (, , speaking, ), is considered the in learning a . Based on , the goal of a teacher is the of a culture of and the of practical . Bailey and that be given in the classroom, as language problems in , because are not for spontaneous and .

The purpose of a language is the of communicative in , which out a communication in and in accordance [6].

According to G.V. , F.M. and T.E. Sakharova the of a foreign on a lesson is to speech would a to use them in practice at the of day communication [7, p. 21].

It is one of the most to develop the of speech is the of students in the lesson. to Singh, “ can be through learning. learning is on situations face-to-face .” The goal of the is to situations as as to the natural . and Tagg foreign should in the classroom, as in discussions, peers and , and and answering .

To the skills of , various of are implemented, as according to a , discussion, , , modelling, , communication and . Such , to Jacobs, to master , since the that require to more students, will to information and in to be successful in goals.

The of E.G. and A.N. Shchukin, the are given: «...a of speech which ( listening) is carried » [1, p. 49]. The aim of speaking in a class is to skills the pupil to use in speech at the of common .

According to N.D. and N.I. Gez, is a form of , with the of information is by means, and are established in the communicative of the [3, p. 190]. The to in a foreign implies the of qualities in make the of acquisition as a of communication .

From the of of E.I. Passov, « is an multifaceted and » this the of a means of , is one of types of , as a of which a - a statement [5, p. 6]. It is to develop ' linguistic, , abilities and the underlying the of language , as as their , , readiness to , and of communication in of collective .

I.A. believes «... should be as the implementation of , as a of external and the of forming and through a » [4, p. 69]. this is the of communicative , is one of the basic in principle and important a language, is speaking, .

To , the idea of ?? a mode of has extraordinary , and has been due to the of "role " by sociopsychologists. to theory, in we ??are to different . It is that W. this in the 16 century. "Ah, the is a , and all men and women are ." The social we in society our , so learning to a language be on this .

One of the effective to students' is to use role-playing in the . A.V. Konysheva the of a role-playing as “a controlled aimed at skills and skills”. , skills are one of the aspects in a language.

There are ways of ESL, - play is one of the can improve . This make the and easy to it keeps the and fun. According to role-plays the chance to part in own expression of , parts of . In so , it helps to as a personality.

The way to develop skills is to and activities the creation of a in which can use the and skills of the studied as a of their and . One such is .

Role-playing are on a specific selected and goals. of the game: of the environment of in a language; , in which speak and ; participating in a , students skills; is a way of learning a , which, in , contributes to the of ' acting . play is a learning a wide of and imagination.

Role uses techniques and fluency, to nitration and . As for shy students. scared of in talking. The requires to in turn. assume the of the protagonist. , have they are a . They are to the spoken . will in becoming . play by a mask who have are released. , fun, and most that to better . , the effect of on skills has studied, and the of studies that have a on students' . As a result, the of the game is to the skill of , speech is by the role-playing .

role-playing, can the language learned and new the lesson. , play all of skill all ; , speaking, and . Students themselves to the interesting to the . Then learn to speaking by giving . It that to give performance.

Role is one method be used to speaking . teaching , play is because it a chance to in different and with roles. , it permits to be propelled and else's for time. As a , we an experiment to to tenth-graders . The purpose of a study was to or not this was in teaching how to English.

Methodology

Participants and context

After the theoretical of work, we the stage. The is school 143 after . The was conducted 10 grade . were 21 in the . The English level of the was A2 (Pre-Intermediate) and B1 (). The began in and ended in . The stage of the place in The research of three :

1) survey;

2) three a for two months;

3) .

Before the , we conducted a of the according to survey. A of 10 questions was . the answers to the known, began.

The aim of the is to students' and critical by using , while the of role-playing as a of intercultural in high .

Research instruments

Before the practical of our project, we a among the of the 10 grade. was first in by the English F. as part of his . questionnaire was to out the opinions of the . The has a strict and the following : , main and . The part of the is a set of . In our work, we questions on Galton's . Answers are restricted to a set of . Scales are ended. In we chose questions. are and convenient, the in gathering is clear and to . The answer between , , poor.

Findings& discussion

1. Before the , a was conducted the in order to the use of games by the lesson. The offered to the :

The result of the questionnaire at the final project work

1. How do you about ?

2. How do you feel the in class?

3. How do you in a team/group?

4. How do you use in lessons?

5. In , how influential do you are in learning a new ?

6. How are you in English ?

7. How are you with skills?

8. How do you it difficult to ?

9. How well do you to in class?

10. How do you speaking in of your ?

As the of initial we can :

1. Many are not with ;

2. Role-playing was in the classroom;

3. difficulty opinions in ;

4. students are not their in a foreign ;

5. do not consider to be in learning a .

We explained to the the use of games the . We prepared according to the , depending on the , into the of the students, and our . Their was VIRTUAL we started the . are the tasks we :

Task 1.“ ”.

: journalist, .

scenario: A a new technology (e.g. a 3D ). his/her , the becomes and is on TV. A journalist the questions the .

Words or to use: material, , out, recycling, .

Example:

A: , Dr ... !

B: Good !

A: is a great of about . Congratulations on Prize! Can you us about , please?

B: you. My is a 3D printer. It can ... Its are endless. The robust , so …

A: Wow, very !

B: you!

A: you for to our show!

2. “In the ”.

Roles: , married .

scenario: A walks a that fabric. know it is and think it is a device. The has to advertise the to .

Words or to use: , spray-on , . linen , fibers, to .

:

A: Hello, to the shop of the !

B: !

C: What is ? What do you ?

A: We spray-on . You can use it to ...

B: That interesting! How it cost?

S: us about it, .

A: It 3,990,000 . But device price ......

3. “The ”.

Roles: , app .

Game : The is looking for the app to in. The app should the and the sponsor a in the future. One is by the sponsor, the are the app who want to app to the sponsor's .

or phrases to use: get , games, , monitor the , the health.

:

A: everyone. The for meeting is to for the app. I will to ideas and one app to in the future.

B: , my is ... I have ... Its : ...

3. At the end of practice, a was conducted for .

4. "If I were…".

: the of the 3D animations.

: The teacher to imagine in the of a famous of the 3D . They to something in the films to taste. helps in out the mood. "If I , I would..." or "If I at , I would…".

or to use: plot, to , .

Task 5. “VR ”

: friends.

: Friends VR headset and to games. offers to one and explains the of the to the others.

or to use: pictures, , , using the , .

Example:

A: a game, . Who has an ?

B: I have an for a called . It is a game you to

Task 6. “At the ”.

Roles: , .

Game : A complains of and problems. The using food in the .

or phrases to use: , organic , , products, to , , vegetables, , meat, GMO.

:

A: , how are you? are you complaining ?

B: , doctor. my ...

A: Have you ... ? It is that you ill from ...

B: ?

A: Yes, it's ....

B: for the recommendations, ! I try

Difference of the implement initial and final assisting results

	Good
25	50	25
45	39	16

As the of final we can :

1. Students with the of games, this in lesson;

2. was practiced in ;

3. found it to themselves in ;

4. were their skills, comfortable in in front of ;

5. Students role-playing is the in learning a .

Analysis and

At the of our project , we a survey the 10 grade for purposes. The of the survey led to points, we on throughout our and project. are: 1) rarely in lessons; 2) felt would do to their ; and 3) most not confident in speaking .

On the of the ACTION for (Jenny , Bob ) for Grade 10, we a set of role-playing . The is divided 5 , where consists of 5 . The correspond to the the modules, of the are post-reading . prolonged use of in the , pupils used to this of and have unsure of skills and improved . In the end, the of the final was different the of the primary . On basis, we to suggest:

1. the language to the tasks to the skill;

2. to use in lessons, pupils to a language in a way;

3. to use our work as a aid for teachers.

We an instructional tasks to games . This is an tool for teachers, , and teachers. In the you find of role-playing . We created from the to the complex . , the book is in language. It is to .

You can work the from to , or you can browse the by choosing a that you.

in each are on practice too much . is, the tasks you to quickly . During the , , easy, day are given for who not participated in . That is, we to into the of students as as .

Conclusion

role-playing methodical games learning a foreign language

Thus, we can that are of great in the process and are an of teaching a . By definition, a is a of activity in at recreating and experience, in of behavior is and . During , students not new information , but at the time emotions, other and develop . In addition, for of speech , need to the requirements for and or develop will be and at the time for .

Role is an way to work. the language mastered in are characteristic of the them, to the development of and enhances the of the lesson.

Role-playing and tasks and the speech and of students. contribute to the in of a sincere to in a foreign , not in the classroom, but of school . In words, the motive for a language is . Role can be an tool in the of a . Since it is in the that the skills of , the effectiveness of in a foreign .

Despite the the experiment was on a group of , the showed the use of games has a on foreign . As a result, develop and skills, and vocabulary, be , be to overcome the and shyness, get to other , and importantly, a foreign .

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