Theoretical basis of a role plays as a teaching aid

Introduction …...……………………………………………………………………...1

1. Theoretical basis of a role plays as a teaching aid.

1.1 Historic background of game origin

1.2Psychological value of a role plays

1.3Gaming technique

1.4Functions and principles of game organization

1.5 Advantages of a game. …………..………………………3

2. Classification of role plays      11

The practical impact of the research of game influence ………………………….…..17

Conclusion ……………….…………………………….…………………….……………….19

References……………………….…………………………………………………20

Appendices………………………………..…………………..……………………………….

INTRODUCTION

Learning a foreign language is on the first place at the present stage of  education development. Teaching a foreign language is a complex set of practical, educational and educational objectives. Training covers the different types of language material (vocabulary, grammar, phonetics), also  the practical skills are being imparted, students develop  language skills, their logical thinking, self-educated and creative activity Knowledge of a foreign language – gives the ability to use language in real life.. To know a language means to be able to to read and understand books without a dictionary (if not all kind, then, at least, special books), the ability to explain your ideas, the ability to understand foreign speech, the ability to translate a text from the native language to a foreign one , finally, the ability to write a small text in a foreign language.

       One of the most effective means that helps to  understand a language linguistic material and forming a skill of verbal communication and treatment, is a role game. Games that are offered to the students, must have not only communicative point, but a professional orientation. у тебя ролевая игра

    Games are interesting also because they take a specific time, and allow students to be engaged in the learning process, or to switch attention to studied material (depending on whether the game is being conducted in the beginning, middle or end of the lesson).       

     The use of games in the learning process stimulates verbal communication, promotes the formation of motivation and interest in learning a foreign language.  Also a game  is one of the most effective methods of implementing the principle of communicative language teaching. An important factor for  a game is to take into consideration the age of students and their social experience, Thus, conducting a lesson game requires a great deal of preparatory work, which should provide not only the participance of individual students, but also of the whole group.

     

   Thus, the relevance of issues raised due to the influence of games on the minds of today's learners. The goals of our course paper  are:

1)   to study and analyze the literature on the subject;

2) to characterize the current state of play activities in the classroom; 
3) to reveal the concept of gaming technology; 
4) to investigate the organization of a gaming lessons; 
5) to develop a set of educational games; 
6) to verify the results obtained in practice by creating a series of lessons using games; 
7) to compile and analyze the results of the study;

Problem and relevance of the topic help to formulate the objectives of the study:

to analyze the games ,

to prove their effectiveness in teaching a foreign language.

Thus, the object of our study is the process of learning a foreign language.

      . The subject of our study is a role play designed and carried out in the process of teaching foreign languages.

On this basis, we can formulate the following hypothesis: if we use role plays at the classroom, then learning will be more attractive to students, it will contribute to a better mastering of the material, increase learning motivation and cognitive activity of students,

The basic methods are: 
1) analysis of scientific and methodological literature 
2) modeling of lesson plans  
3) monitor the process of learning 
4) The synthesis of teaching experience 
5) analysis of the learning process results 
6) survey

The structure of the work consists of an introduction, 2 chapters, conclusion, and applications. The introduction has  a goal, subject, object, objectives, methods and sources of research. The first part sets out the theoretical aspects of conducting classes in a form of a game. The second part deals with modeling of lesson plans according to the found material.. The application has materials that are required for the exercises, such as texts, tasks, examples.

1. Theoretical basis of a game as a teaching aid. Gaming technique 

1. Historic background of game origin A game  is a great invention of man, it has its biological, social and spiritual development ... 

The game has been associated with different types of art  Savages played as children, the game consisted of dances, songs, drama and elements of art.  Thus, human activities like playing games, constitute a reproduction of the relations between people.  [1, c.43]     A game  is an activity that reconstructs the social relationships between people The concept of "game" has some difference in different gropus of people Thus, for the ancient Greeks, the word "game" meant an action, characteristic of  children. The Jews considered a game to be a  concept of a laugh and a joke. For The Romans a game meant joy and merriment. Subsequently, all the European languages considered ​​the word "game" as a wide range of activities which bring people joy and pleasure.

The term "game" in different languages ​​follows the concepts of jokes and laughter, ease and pleasure, and shows the connection of this process with positive emotions.

      What is the reason the appearance of the game?

As the development of society grows higher, so it becomes more difficult for a child to prepare for the  adult life. The game occurs in the course of historical development as a result of changes in  the child’s place  in the system of social relations A game is social due to its origin and its nature. [2, c .13].       A game does not arise spontaneously, but arises in the process of education As a powerful stimulus to the development of a  child, it  is influenced by children and adults.     "A game and  game  activity is one of the specific kind of   animals and man activity" - says the pedagogical encyclopedia [3, c. 128]. According to the testimony of Plato, even the priests of ancient Egypt were famous for the construction of special training and bringing up games Plato in his "State" etymologically brought together the two words "education" and "game".  He rightly argued that teaching crafts and martial art is unthinkable without a game [4, c. 97].

             An attempt to study a game systematically  was first made ​​in the late XIX centuryby  German scholar K. Gross, who believed that  a game is a pre exercise   of instincts to future conditions of the struggle for existence ("warning theory"). [5, c. 23 K. Gross names a  game as a primary school of  behavior According to his point of view , it is does not  matter what factors (external or internal)  game  were  motivated, their meaning is to be  children's school life.

            K. Gross’ point of view was  supported and continued by  the Polish educator, therapist and writer Janusz Korczak, who believed that  a  game  is an opportunity to find yourself  in the society , in humanity, in the universe

            In any historical epoch a game attracted the attention of educators. Iit gives a real real opportunity to educate and train a child in a joy.

            A game always comes out as if in two temporal dimensions: in  present and in future On the one hand, it provides a momentary personal pleasure and  satisfaction . On the other hand, a  game is directed to the future, because it has a forecast and simulats life situations, or  qualities, skills and abilities that are necessary to perform the social and  professional,  functions become fixed..

            The essence of a  game is that the most important part of it is not a  result, but a  process itself, a  process of experiences associated with playing actions. [6, c. 73]

This particular feature of a  game carries a great educational opportunity, because by controlling the content of the game, the teacher can program some positive feelings             . We can say that a  game is  a method of understanding the reality.

       Leontiev A. N. noted that  new, innovative education is developing in the game and there is a powerful cognitive motive, which is the basis of an incentive to learn.

       According to  M.F. Stronin, a  game is  an organized activity that requires intense emotional and mental strength. A  game always involves making a decision - what to do, or what  to say? [8, c. 24]. The desire to resolve these issues aggravates the mental activity of the players.  And what if a child  will speak in a foreign language in this case? Are not here  rich teaching opportunities? Children, however, do not think about it.  For them a game  is a fun That is why teachers like to use   . Everyone is equal in the game It is feasible, even for the weakest students. Sense of equality, the atmosphere of enthusiasm and joy, a sense of feasible tasks - all of this gives students an opportunity to overcome shyness, which prevents free speech, and has a beneficial effect on learning process

      A game is a kind of  situation that has its own  plot, conflict and actors During the game, the situation is played several times, and each time it may have a new version.  But at the same time a situation of the game is a real life situation  Despite the clear rules of  a  game and limited use of language material, it  necessarily has an element of surprise. Hearing an unexpected question, a  child will immediately begin to think how to answer it. That is why , it is characteristic for a  game to have a spontaneous  speech Verbal communication, which includes not only speech but also gestures, mimics  and etc., has the determination and binding.

      Thus, MF Stronin considers  a game as a situational variative exercise, which creates the opportunity for frequent repetition of the speech sample in conditions as close to the actual verbal communication with its inherent characteristics - emotionality, spontaneity, action oriented speech effect.

 

       Dutch biologist and psychologist Boytendayk F. (1933) gives an etymological analysis of the word "game" and tries to deduce the characteristics of the processes identified by the word. Among these characteristics, he finds the movement, spontaneity and freedom, joy and fun.

   The word "game" is not a scientific concept in the strict sense of the word.

 

    Thus, for Schiller, a  game is a pleasure associated with the free expression of the needs of the external surplus of vitality. In other words, a game - it is an aesthetic activity Excess of power, free from external needs, is just the condition of aesthetic pleasure, which, is delivered by the game according to the Schiller [9].

   Wundt  was inclined to consider the source of a game was pleasure   " There is not one game that would not have had his prototype in a form of serious work, and it is always preceded by time and by its very essence. the need  to exist forses  a person to work And in the labour  he gradually begins to appreciate his own  activities  as a source of pleasure. These thoughts of Wundt have  fundamental importance..

   These regulations  are important for understanding the origin of the game as an activity In the history of human society, the game can not come earlier than work.

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     Thus, the human game - is an activity in which  the social relationships between people reconstract outside of any direct activity

1.2 The psychological value of the game.

The game is one of the life’s forms The didactic function of the game has a greaf importance in character formation.

All the qualities, personality traits, not only manifest, but are formed in the active work in those of its various forms, which constitute the life of the individual and his social existence  It depends on what a person does (ie what is the content of his work), the way he  does (means of his work), on the organization and conditions of this activity and on the attitude that this activity arose in a person, he  formes certain aptitudes and character traits and  fixes knowledge Personality is formed in the activity. [11, c. 87]

          The diversity of human activities a person comes into many relationships with other people As varied this activities so  diversified the  relationships with other people, and the more diversified are its interests, motivations, feelings and abilities.

       . With the help of activities that a man does with other people he finds himself. In the process of child’s development  his consciousness is formed in a joint activity with their peers He is learning to understand others and  himself , learns to  govern  himself and evaluate his actions.

       Any human activity requires the use of certain movements and modes of action, ie skills and abilities. [12, c. 147-148]

        Skills - this is usually simple movements or actions with an object, instrument, tool, that are  automated as a result of repetition.

         Any intelligent human activity does not  reduce to  only the skills. A person should be able to use his  own systems, or sets of skills that he mastered , it must critically evaluate the obtained results , to verify the success of his  actions, ie to perform, in addition to the physical,  the whole system of mental, cognitive operations. The repetition of such a complex of numerous mental activities lead to the development of skills, ie development of methods of action.

     Any activity may be  decomposed , (including playing) into  the sum of individual abilities: perception  + memory + thinking + imagination  However, this expansion of the individual elements completely loose qualitative features of the game as a specific activity of the child as a special form of his life, where  the relationship with its surrounding reality takes place[13, c. 51, 60  Analysis, in which a  game was seen as an expression of relatively mature faculty of imagination, has led to the fact that it  began to ascribe the properties of the imagination to see its  child's departure from reality, to consider it as a special closed world of children's dreams, associated with deep-seated instincts.

  In the description of children's games  psychologists have especially paid attention to  isolated work of imagination or fantasy A game was regarded as a manifestation of a singular vivacity, carelessness and a high level of imagination. [14, c. 63-71]

 The content of the game is the material that the teacher wants to revise or fix in the memory of student The content of the game is expressed by  deep penetration of a child in the activities of the teacher.

         There are different types of games [15, c. 8-10]. They may be named as outdoor games (games with rules), teaching games,  a dramatization, constructive games.  Role-playing games have a particular importance for the development of a child They are characterized by the following features

1 A role play is revealed as a reflection of social realm

2.  A role play is a complex of actions, not individual movements (such as at work, writing, drawing).

3.  A game, like every other human activity, is social in character, so it varies with the historical conditions of human life.

4. A game is a manipulation of knowledge, a means of refinement and enrichment, exercise and the way of development of cognitive and moral faculties and powers of a  child

5.  In the extensive form a game is a collective activity. All the players are in a relationship of cooperation.

Means the game are as follows:

а) Knowledge about people, their actions, relationships, expressed in images of speech, feelings and actions of a child;

b) Methods of action with certain objects in certain circumstances;

            c) Those moral judgments and feelings that appear in the judgments of good and bad things about the beneficial and detrimental actions of men, [16, c. 14]

 

      Educational peculiarities of  games.

      A  game also has a great learning opportunities. Let’s consider what they are.

1. A  game can be viewed as the most accurate model of communication. Because it involves imitation of reality in its most essential features That is why  psychologist VA Artemov suggested "to learn from the theater" in teaching  a foreign language In games as in life itself, verbal and nonverbal behavior of the partners are intimately intertwined.

 

 2.     The game has a great potential motivation. Intercourse is not possible without motivation.

However, in educational terms is not easy to evaluate a motivation to speak  The difficulty lies in the following : the teacher should describe the situation so that there was an atmosphere of communication which, in turn, causes the inner need of students to express thoughts. "Psychologists insist on the thesis: "Let them (students) say that they want to say." In conditions of foreign language communication it is very important that students were able to express theit thoughts as they really want Language support (vocabulary and grammar material, skills in using it ) often overshadow the very purpose – students 'and teachers’ communication .

3.  The game promotes academic cooperation and partnership. The game involves a group of students (the game can be based both on the basis of dialogue, and on the basis polylogue), which must interact harmoniously, as if considering the reaction of each other, help each other. It is very important to take into account students' language capabilities. As a result, students with weaker preparation can overcome shyness, embarrassment, and eventually, perhaps, be fully integrated into the game. Thus, at the right setting, the game can be viewed as an organizational form conducive to creating a cohesive team, and therein lies its educating value .

1.3 Functions and principles of the role play game

      Now let's consider the game in terms of its other basic characteristics.

      In learning a foreign language conditions a game  is primarily verbal activities, that are actable  and educational at the same time In terms of students a game is a play activity in which they act the certain situations.  The aim of the game is the carried out activity - the game, where the motive lies in the content of the activity, rather than outside of it  Students do not realize the academic nature of the game . From the perspective of the teacher a role play can be viewed as a form of educational process Teacher’s goals of the game are the formation and development of language skills, and abilities of students  The game is controllable, its academic character is clearly recognized and defined by the teacher.

        The use of games in education is  a vivid example of duality, where pedagogical purpose is hidden and appears in disguised form [21, c. 18].

Analysis of the literature on the use of games in teaching foreign languages ​​shows that the game is a polyfunctional phenomenon . Let’s consider, what functions it can perform.

   Educational games determine the choice of linguistic resources, contribute  the development of verbal skills and allows you to simulate interaction of students in different speech situations, in other words, the game is an exercise in mastering the skills and abilities of dialogic speech in interpersonal communication In this respect, the game provides a learning function

        It is difficult to overestimate the educational value of games, its full impact on students  The game helps to rally the team, shy students start to work in a team , and it promotes self-assertion in each team. Games educate conscious discipline, hard work, mutual support, activity, willingness to be included in a variety of activities, independence and ability to defend their point of view, to take the initiative to find the optimal solution under certain conditions. That is, we're talking about the educational function of the game [22, c.8].

      This game requires students' ability to play, to see themselves from a position of the communication partner. It directs students to plan their own verbal behavior and the behavior of the interlocutor, develops the ability to control their actions, to give an objective evaluation of actions of others. Consequently, the game performs the function of orienting.

      Thus, the game plays in the educational process three main functions: teaching, educational and orienting function

The professional skill of the teacher shows that he should be able to organize the activities of students, develop their creativity and individuality through play. GK Selevco identifies a range of target orientations: 
—. Didactic. Expanding horizons, cognitive activity, the formation of certain skills, skills development 
— Educating. . Parenting self-reliance, the will, moral, aesthetic positions, education cooperation, teamwork, sociability. 
— Developing. The development of attention, memory, speech, thinking, skills, compare, compare, imagination, fantasy, creativity, development of motivation of educational activity 
— Socializing. An introduction to the norms and values ​​of society, adaptation to environmental conditions, stress control, self-control, communication training, psychotherapy.

 The objectives of  gaming activities  can be the following: 
— development of communicative qualities of the participants in the game; 
— development of imagination as the basis for creative activity 
—  development of memory, attention, language; 
— formation in the game-box thinking 
—    organization of collective and individual games during the lessons, exercises and creative game tasks   According to the the goals and objectives, defining the play activity, it should be noted principles, such as regulatory requirements for the organization of the game     The nature of the principles are expressed in the form of general guidelines, rules and regulations.

   Let’s consider the principles of gaming activities tha  are formulated by PI Pidkasistym and JC Khaidarov. [15, c. 8-10] The authors identified a sufficiently broad set of principles for the game. Let us consider the most important and relevant to teachers 
—activity - the basis of the principle of the game, which expresses the active manifestation of intellectual power, from preparing for the game, and during the discussion of its results; 
—openness and accessibility of the game means the free participation of interested persons, and every game should be simple and clear; 
— dynamism is the importance and influence of the time factor in the game. The game is significant for the level of preparedness of students 
— visibility of the game means that all gaming activities must be open to the real and unreal (film, theater, computer games) manifestations of a reality, greatly enhancing the cognitive interest; 
— entertaining and emotional game reflect the exciting and interesting manifestations of the game, greatly enhance the cognitive interest 
— principle of individuality reflects a purely personal attitude to the game, which has the personal qualities and have the opportunity for self expression and a player; 
— Collectivism also reflects the collaborative nature of the interconnected and interdependent gaming activities, fosters relationships, learn to think and act in unison 
— purposefulness of a player reflects unity of purpose for the player and his opponent's personal goals must coincide with the overall objectives of the team 
— initiative and independence  of a player in the game  is one of the main principles, has the function of management expressed in the ratio between the measure of self-activity and the measure of autonomy; 
— Competition and competition in the game. Without competition there is no game. The didactic value of this principle is obvious, since leads to an active self-employment, and mobilizes the physical, intellectual and spiritual strength 
— Performance reflects the recognition results of actions in the game, both productive and creative activities player team; 
— reliability and repeatability of the game shows that almost all of them are based on real models and the role. This allows you to repeat the past and "open up" the certainty of the future. So the game is a powerful tool for prediction; 
— problematic principle in the game is logical and psychological patterns of thought in the intellectual and emotional struggle Game - a "perfect generator" learning problems, and the ability to "see and do" problems where they do not have for rivals, leading to victory in the game, and in life 
— information for the game in its simplest form, reflects the strong emotion in the player waiting for the success or failure, etc.