THE ESSENCE OF GAME TECHNOLOGIES IN TEACHING A FOREIGN LANGUAGE TO PRIMARY SCHOOL PUPILS ON THE BASIS OF COMPETENCES

Abstract

The article deals with the essence of game technologies in the educational process of primary school. The theoretical and methodical bases on application of game technologies in teaching a foreign language to primary school pupils on the basis of competences are scientifically substantiated. Different approaches to concepts “game”, “pedagogical technology”, “game technologies” are analyzed from the point of view of psychology, pedagogy and linguodidactics. In our opinion, game technology can be considered as a systemic means of teaching organization, aimed at optimal construction of the educational process and the realization of its tasks. Psychological mechanisms of game activity, functions of the game in the lessons of a foreign language and its conditions, the conceptual foundations of gaming technologies, principles of gaming use in teaching foreign communication to pupils are defined and characterized, etc. Thus, the concept of “gaming technology” includes various methods and techniques of organizing the educational process in the form of games. Unlike games in general, the educational game has an essential feature — the clearly set goal of teaching and the results that are relevant to it, which both have an educational-cognitive orientation. Game activity in foreign language lessons is a kind of pupils’ dynamic activity, in the process of which they master the language as a means of communication. The basis of game activity is a gaming situation that serves as a means of encouraging the acquisition of a foreign language. The use of gaming technology is one of the main ways for motivating the oral foreign language communication of primary school pupils. In addition, the game of foreign language teaching contributes to the development of pupils’ attention, speech, thinking, reflection and ensures the personal growth of each participant in the game. Games contribute to the acquisition of knowledge and speech experience not in case of need, but at the will of the pupils themselves. Educational activity of primary school pupils should be based on the creative use of gaming actions, which most satisfy their age needs and interests. We consider the prospect of our further research to be the development of game classification for competence-oriented teaching foreign languages to the first level pupils of general secondary education.