scholarly journals Interactive means of motivating students to learn English for specific purposes at agrarian and technical universities

2020 ◽  
Vol 55 ◽  
pp. 233-250
Author(s):  
Viktoriia Lemeshchenko-Lagoda ◽  
Iryna Kryvonos
Keyword(s):  
Foreign Language ◽  
Interactive Learning ◽  
Role Playing ◽  
English For Specific Purposes ◽  
Learning Technology ◽  
Interactive Technologies ◽  
Role Playing Games ◽  
Experimental Implementation ◽  
Language Communication ◽  
Teachers And Students

The article presents the analysis of the implementation of interactive technologies at the English for specific purposes lessons for motivating students at agrarian and technical universities. It is emphasized that the use of an interactive learning model, which includes modelling life situations, the use of role-playing games, joint problem solving, effects students’ motivation. Unlike the subject-object approach, the students become the subjects of interaction; they actively participate in the learning process, following their individual route. The students acquire knowledge in the process of interactive learning not in the finished form, but obtain it themselves, in the process of their own activity. Therefore, the goal of the teacher is to create the conditions under which the students will discover new knowledge, construct it, and use it. It is noted that the process of learning a foreign language for special purposes requires the creation of a mixed learning environment, in which a new type of cooperation between teachers and students emerges. The authors gave the examples of the use of interactive learning technology which can improve the training of future professionals and ensure the formation of the professional foreign language communication skills. The results of experimental implementation of interactive means for developing students’ motivation are presented.

Massive Multiplayer Online Role-Playing Games as English as a Foreign Language Learning Environments

2019 ◽  
pp. 162-182
Author(s):  
Hélder Fanha Martins
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Virtual Worlds ◽  
English Language ◽  
Foreign Language Learning ◽  
Role Playing ◽  
Target Language ◽  
Role Playing Games

The objective of this chapter is to gain a better understanding of the usefulness of massive multiplayer online role-playing games (MMORPGs) for promoting English as a foreign language (EFL) acquisition. To accomplish this goal, the author analyzed specific categories of interaction occurring between English language learners while playing an online game entitled Eve Online. Previous research has proved that there are positive outcomes on EFL acquisition from the interaction that takes place while playing video games known as MMORPGs. These games immerse players in virtual worlds that are inhabited by hundreds and even thousands of other players, and all are partaking in the game in real time. Learners who choose to play the game in a foreign language are exposed to target language input in a context-rich environment where they can interact with native-speakers and other language learners.

Role-playing games in English lessons language

2021 ◽  
pp. 6-11
Author(s):  
L. V. Yakovleva ◽  
I. A. Tkacheva
Keyword(s):  
Foreign Language ◽  
Role Playing ◽  
Cultural Environment ◽  
Role Playing Games ◽  
Communication Situation ◽  
Language Classes

The article expresses the position of the authors that role-playing games in foreign language classes are not just collective entertainment, but act as an effective way to solve a wide variety of training tasks — from the development of elementary speech skills to the formation of skills conducting an independent conversation. Playful activity helps not only to intensify the speech-thinking activity of students, with its with the help of the teacher recreates the atmosphere of communication, close to real communication situation, introduces students to the realities socio-cultural environment in which they are located, which is undoubtedly positively affects the adaptation of students to stay at border.

scholarly journals Learning the Russian Language in the Game: Traditional and New Approaches

2019 ◽  
Vol 8 (7) ◽  
pp. 50
Author(s):  
Julia Vladimirovna Kapralova ◽  
Lada Alekseevna Moskaleva ◽  
Iana Arthurovna Byiyk
Keyword(s):  
Role Playing ◽  
Educational Process ◽  
Russian Language ◽  
University Education ◽  
Modern Culture ◽  
Role Playing Games ◽  
Structural Peculiarities ◽  
Teachers And Students ◽  
Game Forms ◽  
The Russian Language

The article deals with the traditional game approaches that have well recommended themselves at the lessons of the Russian language, and their potential and ways of modifying into a single game space of the lesson is being discussed. Basing on personal experience, the authors of the article present the possibilities of organizing a Russian language lesson in the form of a quest. Many experts rightly paid attention to the effectiveness of using games in the learning process. Despite the attractiveness for teachers and students, until recently, game approaches as a form of education have remained on the periphery of the educational process, being just a supplement to the main methods. Only role-playing games can be called an exception, with their being included both in the educational process of school and university education, and in professional-oriented training of specialists. However, under the influence of processes in modern culture and the active development of gaming technology, the "gamification" of education acquires the character of a mass phenomenon both at school and in higher educational institutions, and ignoring these processes is not only impossible but impractical. In this regard, the article provides a scientific and methodological understanding of this form of education and identifies the structural peculiarities of the quest unlike the other game forms. The article is addressed to teachers of Russian as a foreign language and can be used as a kind of model for conducting quests in classes both in various courses on grammar, reading, writing, listening, linguistic and cultural studies, and in students' independent educational activities.

scholarly journals INNOVATIVE TECHNOLOGIES AND FOREIGN LANGUAGES TEACHING METHODS AT NON-LINGUISTIC FACULTIES

2019 ◽  
pp. 214-220
Author(s):  
М. S. Vasylyk
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
High Efficiency ◽  
Role Playing ◽  
Foreign Languages ◽  
Interactive Methods ◽  
Project Method ◽  
Role Playing Games ◽  
Interactive Education ◽  
Innovative Methods

The article reveals the effectiveness and reasonable usage of interactive methods while teaching English as a foreign language to the students of non-specialized faculties. The article shows the importance of these methods as a means of intensification, optimization and stimulation of studying process. The article analyses the concept «interactive education technology». The methods of teaching applied in an interactive process of teaching foreign languages such as situational-thematic, discussion and research are studied. The most effective in terms of assimilation of language material and the interest of students in the process of learning at non-language faculties is the project method, the method of «brainstorming» and the method of business role-playing games. Thus, these innovative methods are characterized by high efficiency of material mastering. In the process of work, students of non-language faculties develop not only organizational but also methodological and play-technical skills.

scholarly journals Rochester Castle MMORPG: Instructional gaming and collaborative learning at a Western Australian school

2005 ◽  
Vol 21 (4) ◽  
Author(s):  
Mark J.W. Lee ◽  
Ken Eustace ◽  
Geoff Fellows ◽  
Allan Bytheway ◽  
Leah Irving
Keyword(s):  
High School ◽  
Collaborative Learning ◽  
Game Design ◽  
Role Playing ◽  
Computer Supported Collaborative Learning ◽  
Role Playing Games ◽  
Teachers And Students ◽  
High School Classroom ◽  
Western Australian ◽  
Instructional Gaming

<span>This paper reports on the first stage of a project to develop and test the use of massively multiplayer online role playing games (MMORPGs) for promoting computer supported collaborative learning through instructional gaming in the high school classroom. Teachers and students of English and Science at Swan View Senior High School, Western Australia were involved in a pilot study as "proof of concept", in which they participated in both game design and game play within a MOO based collaborative virtual environment with a medieval castle theme.</span>

scholarly journals ROLE-PLAY IS ONE OF THE METHODS OF TEACHING A FOREIGN LANGUAGE

2020 ◽  
Vol 3 (12) ◽  
pp. 98-100
Author(s):  
Mamirova Gulnoza Ikrom qizi
Keyword(s):  
Foreign Language ◽  
Role Play ◽  
Language Education ◽  
State Level ◽  
Modern Society ◽  
Role Playing ◽  
Creative Activity ◽  
Student Speech ◽  
Role Playing Games ◽  
Intellectual Skills

The pronounced need of modern society for high-quality language education is supported at the state level. One of the content lines of the language component of teaching at school is the speech line, which ensures the development and improvement of skills and abilities in all types of student speech activity. The article examines role-playing games, due to their didactic nature, allows solving the problems of developing the creative abilities of students, the ability to independently design their knowledge and apply them to solve cognitive and practical problems, navigate the information space, analyze the information received, since at different moments of cognitive experimental or applied in creative activity, students use the totality of all the listed intellectual skills and abilities

scholarly journals Practice of socio-cultural competence formation in foreign language classes

2018 ◽  
Vol 5 (1) ◽  
pp. 109-115
Author(s):  
I.I. Burlakova
Keyword(s):  
Cultural Competence ◽  
Foreign Language ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Cultural Knowledge ◽  
Interactive Technologies ◽  
Personal Attitude ◽  
Technology Project ◽  
Language Communication ◽  
Information And Communication

Socio-cultural competence is one of the components of foreign language communicative competence. Its content includes socio-cultural knowledge, communication experience, personal attitude to the facts of foreign language culture and knowledge of the ways of language using. The lack of readiness of social competence can become the cause of socio-cultural errors. The formation of socio-cultural competence is a purposeful process with the use of modern technologies (cases, critical thinking technology, project activities, interactive technologies, game technologies, information and communication technologies), which significantly increase the interest of students in foreign language communication and expand knowledge about the country of the studied language.

scholarly journals The opportunities of interactive technologies for enhancing the self-actualization of non-linguistic students studying a foreign language (exemplified by business game)

2021 ◽  
Vol 9 (4) ◽  
Author(s):  
Julia Baklagova
Keyword(s):  
Foreign Language ◽  
Personal Growth ◽  
Interpersonal Perception ◽  
The Self ◽  
Interactive Technologies ◽  
Teacher Student ◽  
Motivation For Learning ◽  
Language Communication ◽  
Self Actualization ◽  
Business Game

The article is devoted to studying the opportunities of interactive technologies for enhancing the self-actualization of non-linguistic students studying a foreign language, exemplified by the method «business game». Interactive technologies form the learning environment where a student acts as a subject of multidirectional interaction «student — teacher» / «student — student». They contribute to forming the deliberate student’s competency and to taking the full advantage of their creative and mental potentials. Business game is intended to improve the skills of foreign language communication, to develop the social competency, to raise the proficiency in the foreign language not only as a subject of study but also as a mean of professional communication. There are the main aspects of business game which form the mechanism of enhancing the self-actualization of non-linguistic students studying a foreign language: individual constituent, collective constituent, feedback, emotional background. Individual constituent is internal conditions, collective constituent is external stimulating conditions. The author demonstrates how the role ranking in business game helps activate the cognitive interest of students and their readiness to search for the creative non-typical solutions of problematic situations. Business game mobilizes the mechanisms of students’ interpersonal perception — identification and empathy. Feedback makes cognitive, communicative and personal-conceptual aspects of study more active, actualizes the personal and group forms of reflexion. The emotional constituent of business game is the emotional atmosphere which by means of positive emotional experiences can contribute to enhancing the motivation for learning-creative activities and cognitive interest, to developing students’ needs for personal growth and self-fulfilment. Business game is a powerful motivational resource for enhancing the self-actualization of students studying a foreign language.

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