Keyword: «game techniques»

introducing children to the observation of the surrounding reality, a variety of methods, non-traditional image techniques, the development of various artistic materials-the basis for solving the problem, developing the creative abilities of preschool children and implementing their independent creative activities.

The relevance of this particular article is underlined by the arising need to analyze the problems and challenges that have emerged during the tuition of non-Russian speaking students on a distance, as well as the general situation in the Russian educational system, in which preparation for the new academic year largely depends on the experience gained on the previous schooling semester. Therefore, the purpose of the author in this work is to explore the available possibilities of online learning in Russia on various platforms, and come up with a practical set of tutoring exercises that can be used in this format. For this purpose, a comparative analysis of various platforms is made, their positive and negative sides are revealed in this article, as well as the parameters for choosing the most suitable working methods for practical use. The main problem showcased by the author, is that the majority of educators in Russia have never worked remotely, and the online format requires some difficult technological approaches. This process of learning in the most comfortable conditions for both the teacher and the students requires many levels, many of which are simply out of the reach of the teacher (for example, economic aspects), however, those that are purely technological are showcased in three stages of work at the preparatory faculty of Moscow State Pedagogical University (MSPU). One of these aspects is to perform as close as possible to a traditional classroom lesson – the lesson consists of a phased practice of speech skills using various interactive materials. In addition, the work considers a range of issues covering the organizational, methodological, didactic, psychological aspects of education, and also analyzes the complex issues of organizing educational activities in an online lesson in a student audience of levels A1 – B1. Another aspect would be the scientific research results, which include the most useful recommendations and samples of tasks for the development of different types of speech activity – speaking, listening, reading and writing. In the article author uses the following methods: theoretical – analysis of methodological literature and regulatory documents, forecasting results; practical – pedagogical observation, analysis, testing, modeling of the online learning process – to reveal the main problems and find the most effective ways to solve them when organizing distance learning for students. To increase motivation for learning the Russian language and relieve stress in a complex format of distance learning during testing, the author proposes to use various educational games while working online; describes some of the extracurricular activities carried out at the faculty during the period of distance learning. The materials of the article can be used in the preparation of practical classes at the preparatory faculties of universities.

The article focuses on the features of the use of gamification techniques in teaching a foreign language to first-year students of non-linguistic specialties of the university. The article describes examples of the use of various game elements and techniques at different stages of the learning process in a higher educational institution, explains their effectiveness and positive impact on students’ motivation to learn 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.