Alsu Sh. Gabdullina

Gamification is one of the innovative approaches, which is the use of game elements in the educational process in order to increase motivation and learning effectiveness. It is important to note that in addition to mastering a foreign language, modern teaching methods also focus on the development of creative thinking and flexible skills that can improve students’ ability to adapt to a variety of language situations. This article is devoted to the analysis of the concept of gamification in education and the influence of gamification as a means of developing soft skills and creative thinking when teaching a foreign language. As part of the work, the methodology and approaches to conducting the research were determined. The relevance of the study lies in the need to use gamification in modern education, which sets itself the task of preparing students to solve complex, non-standard problems and requires the development of soft skills and creative thinking. The purpose of our study was to analyze tasks on the potential to develop soft skills in students. During the results analysis phase, a comprehensive analysis of the participants' progress was carried out, including both quantitative and qualitative aspects of their language skills. It was found out that the use of gamification has a positive effect on the development of soft skills and the ability to think creatively. Participants in the experimental group who studied using gamification demonstrated a higher level of creativity and flexibility of thinking compared to traditional teaching methods. Gamification has been considered as a foreign language teaching approach to improve the quality and level of foreign language proficiency and student motivation. The results of the study demonstrate the potential of gamification as an effective tool for stimulating student interest and activity in the educational process. The analysis also highlights the importance of soft skills and creative thinking for learning a foreign language, making gamification a valuable tool for their development. The article has theoretical and practical significance; it has been found that gamification in teaching a foreign language expands the theoretical framework of the psychological aspects of learning. Gamification contributes to the development of creative thinking and flexible skills through the use of game tasks and solving non-standard problems, which allows you to develop professional skills and create effective communications. The introduction of gamification into the educational process is an effective educational element for educational institutions and teachers. Thus, the use of gamification not only enriches the educational experience, but also provides a fruitful impact on the formation of key competences necessary for successful learning of a foreign language.

The relevance of the work lies in the urgent need to develop the ability to communicate in a foreign language, which improves communication skills, enriches intercultural experience and provides easy adaptation to new language environments. Game techniques make learning more interesting and effective, especially for children and young people. In addition, such methods can contribute to the development of innovative educational approaches. Therefore, research work in this area remains relevant and has the potential to significantly enrich the field of education and international cooperation. The purpose of this study is to examine thoroughly the influence of gamification on the development of spontaneous dialogic speech in students studying foreign languages. Specific aspects of the purpose of the study include: determination of methodological and psychological aspects in working out effective educational programs. This study includes a number of stages and approaches to achieve the goal of studying the influence of gamification on the development of spontaneous dialogic speech. The results of a large number of studies show a positive effect of gamification on the development of spontaneous foreign-language dialogic speech. Students involved in the game learning process demonstrate an increase in motivation and interest in learning the language. They also often achieve better results compared to traditional learning methods. The theoretical significance of the study lies in the fact that it contributes to the improvement of our knowledge about methods and approaches to the development of spontaneous foreign-language dialogic speech. This allows us to better understand how gamification affects the acquisition of a foreign language and the formation of communication skills, which can enrich the field of applied linguistics and education, contributing to the development of new educational programs and techniques. The practical significance of the research lies in the fact that its results can be applied in educational institutions and foreign language courses. They provide teachers and instructors with valuable tools for developing the skills of free communication in a foreign language among students. It also has practical application in intercultural and international communication, improving the ability of people to communicate effectively and naturally in different languages in various fields of activity.

The article is devoted to the identification and classification of the principles of professionally-oriented foreign language teaching of students in non-linguistic universities on the basis of a productive approach. The relevance of the study is justified by the following factors: the need to improve the quality of students training in non-linguistic universities, to establish independent control over the educational and cognitive process of learning a foreign language, which contributes to personal development; insufficiently developed teaching materials in a foreign language for specific purposes. The purpose of the article is to analyze professionally-oriented foreign language teaching of students in non-linguistic universities, as well as to reveal the essence and content of the productive approach and its principles in foreign language teaching. The following aspects were considered during the study: productive training as a complex for managing students' language education and development of a person, capable of self-education and self-development at a professional language level; main principles of training based on professionally oriented foreign language training, which, as a rule, are based on the theoretical foundations of professionally oriented teaching in general; interdisciplinary principle as one of the leading principles of professionally oriented foreign language learning, which is formed through interdisciplinary topics. During the research, the following methods were used: analysis of psychological, pedagogical, and methodological literature; organization and conducting empirical research; monitoring the practical implementation of translation work in a foreign language of first-year students of the faculty of "Information Technology"; study and analysis of documentation; mathematical processing of the obtained data. The conclusion of the study lies in the selected principles of professionally oriented foreign language teaching (students gain translation competence) through a productive approach (develops internal motivation and self-education in future professional work). This article is addressed to foreign language teachers of non-linguistic universities.