How to promote the pragmatic awareness and avoid the fossilization phenomenon through a role play activity in English as a foreign language classes

Many people, even after spending a lifetime studying a foreign language are prone to get stuck in a certain grammatical domain no matter the efforts made and the amount of the target language input offered in the classroom. Unfortunately, the great majority who pursuits their dreams to be the closest possible to a native like speaker, the lack of ability to analyze and synthesize linguistic elements makes them persist in the same errors, establishing a phenomenon known as Fossilization in their learning process. In fact, Fossilization can occur in all learning process levels: phonological, grammatical, lexical and pragmatic and the errors made seem to be similar from individual to individual. In an attempt to avoid this Fossilization process concerning the pragmatically ability to communicate, this article aims to present a suggestion of a role-play activity involving strategies to enhance pragmatic awareness related to politeness theory.

The game and the problem of the unity of affect and intelligence

Статья посвящена рассмотрению игры в контексте проблемы единства аффекта и интеллекта. В ходе анализ работ отечественных и зарубежных авторов показано, что Л.С. Выготский специально исследовал вопрос о единстве аффекта и интеллекта. При этом в самой проблеме единства представлены различные аспекты в зависимости от выбранных оснований анализа. Так, рассматривая ситуацию, в которой разворачивается игровая деятельность детей, в качестве одной из форм единства аффекта и интеллекта выступает переживание, которое обусловлено пониманием ситуации ребёнком в зависимости от развития его мышления. Другая форма понимание единства аффекта и интеллекта связана с анализом взаимодействия динамических характеристик аффективной и интеллектуальный сфер детского сознания. При этом Л.С. Выготский подчёркивает, что несмотря на это единство, отношения между аффектом и интеллектом изменяются на протяжении детского развития. Существенным моментом единства аффекта и интеллекта является цикличность переходов их в друг в друга, которая представляется как нахождение «вне игры» и «внутри игры», а также как переход коллективного смыслообразования в индивидуальное и обратно в процессе игровой деятельности. The article is devoted to the consideration of the game in the context of the problem of the unity of affect and intellect. In the course of the analysis of the works of domestic and foreign authors, it was shown that L.S. Vygotsky specially investigated the question of the unity of affect and intellect. At the same time, various aspects are presented in the problem of unity itself, depending on the chosen bases of analysis. So, considering the situation in which the play activity of children unfolds, one of the forms of the unity of affect and intellect is an experience that is conditioned by the child's understanding of the situation, depending on the development of his thinking. Another form of understanding the unity of affect and intellect is associated with an analysis of the interaction of the dynamic characteristics of the affective and intellectual spheres of children's consciousness. At the same time, L.S. Vygotsky emphasizes that despite this unity, the relationship between affect and intellect changes throughout childhood development. An essential moment of the unity of affect and intellect is the cyclical nature of their transitions into each other, which is represented as being “outside the game” and “inside the game”, as well as the transition of collective sense formation into the individual and back in the process of play activity.

Evaluation of socialization technology effectiveness in motor-play activity of preschoolers

Motor-play activity is the basis for the social experience recreation and development among older preschoolers, a condition for positive socialization. The relevance of the research is conditioned by the need to comprehend the potential of socialization technology in motor-game activity of preschoolers. The use of technology in the educational process at kindergartens contributes to the complex impact on a child, the development of his physical, social, communicative and personal potentials. The purpose of the study is to assess the effectiveness of socialization technology in motor-play activity among 5-7-year-old children. Study methods: theoretical: analysis, synthesis, generalization; empirical: observation and assessment of independent motor activity among children, game diagnostic situations, conversation; the methods of mathematical statistics: Wilcoxon t-test. The study involved 120 senior preschool children attending the kindergarten No. 78 in the city of Belgorod, No. 15 in the village of Razumnoe, Belgorodsky District, Belgorod Region. The analysis of the study results showed that in the process of socialization technology implementation in motor-play activity among preschoolers, 95% of children who participated in the experiment use successfully the social experience in motor-play activity and show the optimal and sufficient level of its recreation.

Role-Play . . . Take 1 . . . Action: An Experiential Activity for Marketing Students

Understanding the need to revamp the traditional pedagogies, the current research aims at using a contemporary teaching pedagogy for a classical concept of “consumer decision-making.” The article uses role-play activity as an experiential tool and provides empirical evidence to the current study. Role-play seems to offer a practical and engaging platform for faculties that can help stimulate learning. With the blend of real-time situations, role-play can serve as a useful tool to fulfill the marketing course’s many learning objectives. Instructors can further use the activity set up in the study on marketing courses in teaching consumer behavior.

The Process of Musical Interpretation and the Play-Element in Music

The article is devoted to examination of such phenomenon as musical interpretation, which incorporates various aspects of composer’s and performer’s creativity, listener’s perception, different styles of musical art, creative communication in music. The attempt to find the traits of the play-element in the process of musical interpretation may help to define the mechanisms, through which “play” activity in music in general is realized. Systematic approaches of scholars of the play-element and theorists of artistic interpretation present great possibilities to conduct such a research. Examination of theoretical points of view on beforementioned problems allowed to reach a conclusion that the play-element is inherent to the music and is expressed in the process of interpretation. This happens in the framework of the system “composer – performer – sound director – listener”, in which artistic interpretation plays a significant role.

Motivation problems of corrective motor-play activity of children with psychomotor disorders and possible ways of their solution

The article analyzes one of the main problems of physical rehabilitation of children with psychomotor disorders – the problem of motivation in corrective motor activity. This determined the aim – to determine the main directions of the motivational sphere formation in the process of correctional play activity of children with psychomotor disorders. The following research methods were used: the method of analysis, which made it possible to identify the main characteristics and types of motivational support of children for various types of activity; the method of pedagogical observations and the method of synthesis revealed the powerful method of motivating – theatricalization of the correctional process using physical education. The research results were expressed in the definition of the concepts: motive, motivational field, motivational impulse, which are the components of the concept of motivation, the variety of which is defined in four types. There were made following conclusions: The motivation of corrective motor-play activity is based on the unconscious influences of the unconscious, caused by the external use by the teacher of the corresponding children's fairy-tale archetypes and the emotional experiences, caused by them. One of the main methods of increasing motivation is the use of the possibilities of pedagogical "drama" in the form of a method of dosed dramatization of the motor-game plot of a remedial lesson, which should be considered as a physical culture fairy tale. For the implementation of effective dramatic motivation, it is necessary to provide points of dramatization of different influence strength.

Does the Spatial Layout of a Playground Affect the Play Activities in Young Children? A Pilot Study

BackgroundThe objective of this study was to describe, through measurement of physical activity and observation of free outdoor play, the relation between children’s free play and the spatial layout of the playground. To accomplish this, we altered the spatial layout of the same playground to see how the layout affects the play activity and the physical activity levels in the same children.MethodsParticipants were six young children (four girls and two boys; mean age = 5 years and 1 month, SD = 2.59 months). Participants’ physical activity level and the duration of different types of action that occurred in each area and their transitions were compared before and after the alteration of the play-equipment layout using the data from accelerometers and video recordings.ResultsA significant increase in physical activity occurred after the spatial layout alteration, which was related to action differences. Before the alteration, children tended to play in a similar manner for a given play area; however, after the alteration, pronounced interindividual variation in play activity across children was observed.ConclusionThe present pilot study found that in free play situations in the outdoor playground, the spatial layout of playground affects the pattern of play activity and the physical activity levels of young children.