Інтерактивні методи навчання мов у вищих навчальних закладах нефілологічного профілю

Abstract

У статті викладено методичні основи організації і проведення інтерактивних методів навчання мов у вищій школі нефілологічного профілю, подано структуру й типологію ділових і рольових ігор як форм навчання студентів україномовного та іншомовного спілкування..The article deals with methodological bases of interactive methods organization and implementation in language teaching at higher non-philological educational institutions. The structure and typology of business and role-playing games as a form of teaching students to communicate in Ukrainian and other foreign languages are presented. Among widely used interactive methods business and role-playing games are the most popular ones. They are used to solve complex problems of new material mastering, to develop creative skills, as well as to form general training skills in stu-dents. One of the main functions of role-playing games is educational, because a game determines the choice of lan-guage means, promotes the development of language skills and knowledge, allows to simulate students’ communication in different speech situations. In this aspect role-playing games perform a motivational function. An educational func-tion of role-playing games helps to provide discipline, mutual help, activity, independence, ability to defend one’s point of view, to take the initiative, to find the best solution of a problem under certain conditions, etc. A game focuses stu-dents on planning of their own and their interlocutor’s verbal behavior; it develops the ability to control one’s own ac-tions and to give an objective assessment to other people’s deeds. The compensatory function shows how to solve the contradiction between the need for action and the inability of students to carry out the task. Pupils and students want to communicate and role-play gives them the opportunity to realize this aspiration. Such games are especially important for first-year students, who study at academies and universities with a great number of training funds: buildings, distant classrooms, computer labs etc.; during one day first-year students have an opportunity to meet all their groupmates and get acquainted. In the process of teaching both the Ukrainian language (within the course “Ukrainian language (for the professional direction)”) and foreign languages business games are used to provide students’ personal cognitive activity at high school. The prospects of implementing business and role-playing games into the educational and extracurricular process are an important factor for attracting students to independent acquisition of knowledge, skills and abilities, as well as developing their cognitive activity, and forming creative personality in students of higher technical educational institutions.