the use of role-playing games for the development of discursive competence (in the example of b1 level students)

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samarkand state institute of foreign languages faculty of english philology and translation studies department of english philology coursework the use of role-playing games for the development of discursive competence (in the example of b1 level students) student of 3rd course group 3.22 «__» ____________ 2023. usarov ulug’bek shuxrat o’gli the work is approved for defense: scientific supervisor «__» ____________ 2022. giyasova dilafruz hamzayevna samarkand 2023 content introduction…………………………………………………………………. chapter 1. the theoretical basis of a game as a teaching aid……………………………………………………………… 1.1. historic background of game origin………………………………………. 1.2. the psychological value of the game……………………………………… 1.3. functions and principles of the role-playing game………………………. 1.4. advantages of the playing method………………………………………… 1.5. characteristics of the main types of games, their classification, and structural elements…………………………………………………………………………. chapter 2. the practical impact of the research of game…………………………………………………………………………… 2.1. the objectives of case studies……………………………………………… 2.2. to establish role-playing as a strategy ……………………………………. 2.3. types of role-play……………………………………………………….... general conclusion……………………………………………………………… references………………………………………………………………………... …

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oreign 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’s linguistic material and form a skill of verbal communication and treatment, is a role game. games that are offered to the students, must have not only communicative points but a professional orientation. 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 the studied material (depending on whether the game is being conducted at the beginning, middle, or end of the lesson). the use of games in the learning process stimulates verbal communication and promotes the formation of motivation and interest in learning a foreign language. also, a game is one of the most effective …

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lysis of scientific and methodological literature · modeling of lesson plans · monitor the process of learning · the synthesis of teaching experience · analysis of the learning process results · survey the structure of the work consists of an introduction, 2 chapters, a 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 the modeling of lesson plans according to the found material. the application has materials that are required for the exercises, such as texts, tasks, and examples. the practical significance of this course paper is that its results can be used in teaching lexicology, phraseology, and stylistics. besides the material of the paper can be used for writing course papers and qualification papers. chapter 1. the theoretical basis of …

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ngs. what is the purpose behind the game's appearance? it is harder for a child to prepare for adulthood when society develops at a faster rate. the game appears as a result of changes in the child's position within the social relations system throughout historical development. a game is social by nature and by its very inception. [2, p .13]. a game does not develop on its own but rather throughout the teaching process. children and adults both have an impact on it because it serves as a potent stimulus for a child's development. according to the pedagogical encyclopedia [3, p. 128], one unique type of animal and human activity is "a game and game activity." plato attested that even the priests of ancient egypt were renowned for creating specialized instruction and putting up sports. in his "state," plato combined the words "education" and "game" etymologically. he correctly claimed that …

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d mimics real-world events, making the traits, abilities, and skills required to carry out social and professional functions fixed. the most crucial aspect of a game is a process, a process of experiences connected to playing activities rather than a final outcome. [6, p. 73] a specific game feature offers a fantastic teaching opportunity because the teacher can create certain encouraging sensations by dictating the game's content. we can define a game as a tool for comprehending reality. a. n. observed that the game is fostering new, cutting-edge education, and there is a strong cognitive motive that serves as the foundation of an incentive to study. m.f. strong defined a game as a structured exercise requiring extreme emotional and mental fortitude. making decisions on what to say or do throughout a game is a given. [8, p. 24]. the players' mental activity is aggravated by their desire to find solutions …

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samarkand state institute of foreign languages faculty of english philology and translation studies department of english philology coursework the use of role-playing games for the development of discursive competence (in the example of b1 level students) student of 3rd course group 3.22 «__» ____________ 2023. usarov ulug’bek shuxrat o’gli the work is approved for defense: scientific supervisor «__» ____________ 2022. giyasova dilafruz hamzayevna samarkand 2023 content introduction…………………………………………………………………. chapter 1. the theoretical basis of a game as a teaching aid……………………………………………………………… 1.1. historic background of game origin………………………………………. 1.2. the psychological value of the game……………………………………… 1.3. functions and principles of the role-playing game………………………. 1.4. advantages of the p...

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