Alsu Sh. Gabdullina

The relevance of this study is determined by contemporary requirements for the quality of linguistic education, where the development of sustainable communicative competence among students is one of the key factors in their professional success and integration into the global educational and professional environment. Traditional methods of foreign language teaching often fall short in ensuring sufficient engagement and motivation among learners, necessitating the search for new pedagogical strategies. One such strategy is gamification, which not only enhances student motivation but also creates conditions for active, meaningful, and emotionally rich acquisition of language and communicative skills. The aim of this article is to provide a theoretical rationale, identification, and synthesis of the principles of gamification as a pedagogical technology that contributes to the development of communicative competence in students majoring in linguistics. To achieve this goal, we set the following objectives: to analyze the current scientific discourse on gamification, to determine the specific features of its use in education, and to develop practical recommendations for incorporating game-based methods into language learning, considering the identified principles. The methodological foundation of this research encompasses a comprehensive analysis of domestic and international literature in the fields of foreign language teaching, pedagogy, psychology, and game technologies. The study includes a comparative analysis of existing approaches to communicative competence development, as well as the systematization of pedagogical principles for effective gamification confirmed by empirical studies. The main results of the research include the substantiation of six key principles of gamification–authenticity, interactivity, contextualization, diversity, feedback, and emotionality–each elucidated in terms of its contribution to the development of communicative competence. Theoretical significance of the article lies in the synthesis and systematization of knowledge regarding gamification principles in the context of communicative competence development among students of linguistic specialties. Practical significance is reflected in the development of recommendations for teachers and methodologists on implementing the identified principles of gamification, including examples of their integration into the educational process. The presented results have the potential to enhance the effectiveness of language instruction, ensure sustained student engagement and interest, and facilitate overcoming linguistic and psychological barriers in the development of communicative competence.

The relevance of the study is driven by increasing demands for the quality of translator training amid the widespread use of spontaneous speech in professional communication. An analysis of current practice reveals that the teaching of spontaneous speech translation at the initial stage is often neglected, which leads to the development of unstable translation skills. This stage requires a specific methodological approach, as it is at this stage that the foundational skills of understanding and translating spontaneous speech–characterized by unpreparedness, situational nature, and unpredictability–are developed. The aim of the article is to develop and scientifically justify a step-by-step methodology for the formation of spontaneous speech translation skills in undergraduate linguistics majors at the initial stage of training, with experimental validation of its effectiveness. Theoretical and methodological foundations include the competence-based, activity-based, and cognitive-discursive approaches, which ensure the integrative development of linguistic, translation, communicative, and cognitive competences through students’ active involvement in practice-oriented learning that accounts for the mechanisms of perception, processing, and reproduction of spontaneous speech. The article presents a three-stage methodology: the first stage focuses on the perception of spontaneous speech (development of receptive skills, identification of keywords and communicative intent, content prediction); the second stage emphasizes linguistic and semantic interpretation (rapid information processing and transformation, summarizing, paraphrasing, logical structuring); the third stage addresses translation production (development of productive skills in consecutive interpreting, speech improvisation, and work under conditions of high uncertainty). The theoretical significance lies in the substantiation of a step-by-step approach to teaching spontaneous speech translation at the initial stage of professional training, expansion of scholarly understanding of the development of translation skills in working with spontaneous discourse, and the integration of multiple methodological approaches into a unified system opening up new prospects for further research in the field of professional training of translators. The practical significance consists in the applicability of the developed methodology in higher linguistic education, its adaptability to different language pairs and specializations, and its potential to inform the revision of existing translator training programs with greater emphasis on spontaneous speech from the early stages of instruction.

The relevance of this study is determined by modern requirements for the quality of foreign language teaching, which must meet the challenges of globalization and actively contribute to the development of students' sustainable language proficiency in the context of intercultural communication. In the era of digitalization and the acceleration of international contacts, it is especially important to implement innovative teaching methods that enable students to learn the language effectively, ensuring not only the development of a lexical base but also the ability to apply the acquired knowledge in real-life communication situations. One such method is the use of spontaneous speech in the learning process, which serves as a powerful tool for activating cognitive processes and deepening vocabulary acquisition. The aim of this study is to examine the role of spontaneous speech as an important mechanism contributing to the development and expansion of vocabulary in foreign language learners. To achieve the research goal, the following objectives were set: to make an analysis of existing foreign language teaching methods with a focus on vocabulary development; to investigate the effectiveness of using spontaneous speech as a method of active learning; to determine the relationship between the introduction of spontaneous speech and the speed of learning new lexical units; to develop recommendations for teachers on integrating elements of spontaneous speech into the educational process. The results of the study indicate that spontaneous speech significantly influences the activation of students' lexical skills. This method not only improves the retention of new words but also significantly accelerates their use in oral and written communication. The theoretical significance of the study lies in expanding the scientific understanding of the process of foreign language teaching by proposing new approaches to building students' lexical base. The practical significance of the study consists in the development of methodological recommendations for teachers aimed at integrating spontaneous speech into the educational process. This includes the use of role-playing games, group discussions, situational dialogues, and other methods that stimulate active language use. Implementing these recommendations not only enhances students' language skills but also boosts their confidence in using the language in real-life situations. Thus, the study highlights the importance of applying innovative teaching methods that bring the process of learning a foreign language as close as possible to real communication. The integration of spontaneous speech elements into the educational process is a promising direction that can significantly improve the effectiveness of teaching and prepare students for successful intercultural communication in modern conditions.

The relevance of the topic under discussion is to examine the theory and practice of grammar learning optimization, which is essential for mastering spoken English. The purpose of this article is to analyze the essence of integrating the use of communicative-cognitive and gamified approaches for the effective learning of grammar in conversational practice (based on the English language). The article examines in detail the role of grammar in learning spoken English and various theoretical approaches to teaching grammar, such as communicative-cognitive and gamified approaches. The study revealed a number of effective methodological techniques for teaching grammar in conversational practice. These include: interactive exercises; role-playing games, simulations and group discussions that allow participants to apply grammatical structures in their own communicative settings; authentic materials; the use of texts, audio and video recordings of real speech, which demonstrate grammar patterns in context; reflective practice, which involves engaging students in analyzing their natural speech errors and encouraging them to use grammatical structures in a way that is most natural to them; technological tools, that is, the use of interactive applications, speech training software and online platforms that provide an engaging and personalized learning environment. This article makes an additional contribution to the theoretical understanding of grammar teaching in conversational practice. It provides language teachers with practical methods that can enhance grammar teaching and ensure student language acquisition. The study highlights the importance of combining different teaching methods to meet the diverse needs of students and create a supportive and motivating learning environment. The results of the study can be used by English teachers, methodologists and curriculum developers to create effective language courses focused on communicative goals.

The relevance of the work lies in the research and application of gamification techniques for the development of foreign language spontaneous speech among higher school students. The purpose of the research is to determine the effect of using gamification on the linguistic aspects of the development of foreign language spontaneous speech among higher school students. To achieve this goal, the following tasks were set: to analyze the literature on the research topic, to develop training programs using gamification techniques, to test their effectiveness in practice, to compare the results with traditional teaching methods. The article includes the description of an experiment with the participation of Economics majors. There are two main approaches aimed at developing spontaneous foreign language speech of students, focusing on linguistic aspects using gamification and traditional methods. Based on the results of the study, the following conclusions can be drawn. Firstly, gamification has proven its effectiveness in developing foreign language spontaneous speech of higher school students. Training sessions using game elements allowed students to interact with the material more actively and show interest in learning a foreign language. The theoretical significance of this study lies in the important contribution to the field of gamification use in foreign language teaching. The practical significance lies in the use of the research results by teachers to improve methods of teaching foreign languages. The use of gamification can help make the learning process more interesting and attractive for students, which, in turn, can contribute to more successful development of their spontaneous speech in a foreign language. Gamification seems to be a promising tool for diversifying the educational process, increasing students’ motivation, and effectively developing spontaneous foreign language speech.