GAME ACTIVITY AS A MEANS OF KEY COMPETENCIES FORMATION OF PRIMARY EDUCATION APPLICANTS IN FOREIGN LANGUAGE LESSONS

Abstract

The article reveals the role of the game activity in formation of key competencies, in mastering a foreign language by primary school pupils, in educating the culture of their communication and developing the ability to work in a team. The content of the concept “game/game activity” as an effective means of teaching foreign language to primary education seekers is defined, the main goals of which are to develop speech skills and increase motivation to learn the language. Separate classifications of games relating to teaching different aspects of a foreign language and types of speech activity for pupils of 1–4 grades are considered. In particular, the most famous classification of M. F. Stronin is analyzed, who separates two types of educational games:
1) Preparatory games, which contribute to the formation of speech skills;
2) Creative games (audio and speech) are aimed at further development of speech skills and habits, teach pupils to creatively use them.
In the classification of the Ukrainian scientist Yu. I. Fedusenko three types of didactic games are distinguished:
1) Didactic games preparing for communicative activities;
2) Didactic games providing communicative activities;
3) Didactic games contributing the formation of general educational competence.
The author of the article has developed her own typology that involves three types of games providing the formation of key competences in foreign language lessons for pupils of primary school:
1) Games of subject competences formation (“Communication in foreign languages” is a leading competence and its components are language, speech, socio-cultural and general competences);
2) Games of meta-subject competences formation (competences: “Lifelong learning ability”, “Initiative and entrepreneurship”, “Environmental literacy and healthy life”, “Social and civic competences”);
3) Games of other key competencies formation (competencies: “Communication in the state language (and the mother tongue in case of difference)”, “Mathematical competence”, “Basic competencies in natural sciences and technologies”, “Information and digital competence”, “Cultural awareness and expression” competence. The main components (skills) of mentioned above competences are characterized, examples of some games are given.