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THE ROLE OF GAMING ACTIVITY

IN TEACHING FOREIGN LANGUAGES AT SCHOOL

Annotation: In this article, we have examined the role that the use of games plays in the process of teaching foreign languages at school. Definitions of the concept of "game" by different methodologists are given. The article describes various types and forms of games used in English lessons at school, identifies goals, functions, lists the factors influencing the conduct of the game and highlights methodological aspects. It is noted that the game is an integral part in the process of learning a foreign language at the initial stage.

Keywords: games, motivation, communication, learning a foreign language.

The problem of finding effective methods and techniques for learning to communicate in a foreign language is relevant to this day. Effective personal development of students is possible if the educational activity has an emotional connotation. It is considered that the motivation of learning and the creation of interest in the student is of great importance in the organization of the educational process. Thus, the most powerful motivating factors in the process under consideration are learning techniques that satisfy the need students in the variety of exercises they perform and the novelty of the material being studied. The use of various non-standard techniques contributes to the consolidation of linguistic phenomena in short-term and long-term memory, the creation of more stable visual and auditory images, the formation of new neural connections, as well as maintaining the interest and activity of students. The urgency of this problem is caused by the following factors. First, the in-depth learning process sets itself the task of finding means of maintaining students' interest in the subject and engagement throughout the lesson. Educational games are an effective means of solvin

There are many definitions of the game. According to M. F. Stronin, "a game is a type of activity in situations aimed at recreating and assimilating social experience in which self–management behavior develops and improves." According to M. Y. Kurbatova, "the game easily fits into the lesson and gives students pleasure. Games for children at primary school age are very important." V. A. Sukhomlinsky said: "

There is no full-fledged mental development without a game. The game is a huge bright place a window through which a life-giving stream of ideas and concepts flows into the spiritual world of a child. The game is a spark that ignites the flame of inquisitiveness and curiosity" [4, p. 178]. Therefore, the game method of teaching is an interesting and effective method in organizing educational activities at the first stage of language learning.

E. I. Passov identifies the following goals of using the game during the educational process:

- formation of skills;

- development of speech skills;

- ability to communicate;

- development of necessary abilities and mental functions;

- memorization of speech material.

It is worth noting that the gameplay has a number of functions:

Educational – creates the opportunity to repeat the learned material in situations close to real conditions. So, the child will be able to learn to express his thoughts in a foreign language, and, more importantly, he will not be afraid to use the acquired knowledge in the future – in the present conditions;

Motivational, emotional – helps to arouse a child's desire and interest in learning a foreign language. The child will attend foreign language lessons are fun, quickly included in the educational process, which will speed up the assimilation of the material;

Educative– if the game is well thought out, then the student can develop and strengthen a sense of responsibility, flexibility, independence and the ability to work in a team.

The use of games in foreign language lessons helps the teacher to reveal more deeply the personal potential of each student, his positive qualities (hard work, activity, ability to work in cooperation, initiative, independence, etc.), to preserve and strengthen the educational motivation. In addition, thanks to the game, lexical and

grammatical material is being activated, pronunciation is being perfectly practiced, and listening and speaking skills are being developed. This method helps, among other things, to improve the student's creative and thinking abilities. "All this is due to the fact that a decision is supposed to be made in the gameplay: what to do, what to do and how to answer, how to win. The feeling of equality and the atmosphere that engages in the process enable the children to overcome shyness, stiffness and remove the language barrier" [2, p. 183]. Games, in turn, are different, perform different functions and have their own directions. M. F. Stronin divides games into the following categories:

Lexical – games that promote the memorization of new

words, their high-quality memorization and use in situations close to real conditions;