Abstract
Education faces the challenges of modern society, which is in high demand for effective tools for teaching foreign languages at a non-linguistic university. Today the main approach applied is a combination of traditional and intensive methods relying on a functional-communicative linguodidactic model. In the context of learning a foreign language, students not always have an opportunity for speech practice. The peculiarity of the discipline is that communication is the goal and means of learning. Thus, it is required to frame out the imaginary activities as an operational background of the communication (as means), and to show the necessity of speech acts, without which it is impossible to reach the goals of such activity. It is shown that the most productive way to arrange group communication in class is the educational plot-based role-playing game. Being a methodical technique belonging to the group of active methods of teaching practical knowledge and skills, yet, it is one of the forms of the speech situation organization, used for training purposes. However, the article describes an attempt to prove the advantages of a polylogical form of communication over the dialogic one. It was discovered that the number of game roles influenced the nature of the participants’ verbal interaction and the level of their overall involvement. Besides, regular role-playing in class allowed to raise the general learning level of most students gradually. The obtained results, conclusions, and recommendations allow more extensive use of role-playing for a foreign language learning and upbringing of students.
Highlights
A modern approach to the search for a practical methodology for teaching foreign languages in a non-linguistic university is a combination of traditional and intensive teaching methods based on a functional-communicative linguodidactic model
In the context of learning a foreign language, students not always have an opportunity for speech practice
The experiment showed that the number of game roles influenced the nature of the participants’ verbal interaction and the level of their overall involvement by the proportional curve (Fig. 1)
Summary
A modern approach to the search for a practical methodology for teaching foreign languages in a non-linguistic university is a combination of traditional and intensive teaching methods based on a functional-communicative linguodidactic model. It becomes necessary to take into account such principles as suggestiveness and visualization, the use of multimedia tools in practical classes, communicatively-oriented teaching materials, as well as the development of a holistic system for teaching students of non-linguistic specialties how to speak on professional topics. To teach students to naturally communicate in a foreign language in the context of the educational process is a complex and ambiguous problem. It is not a demand (when the student must speak in a foreign language) but the need for the real communication that stimulates natural speech
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