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After sequential implementation of the problem-based teaching of foreign languages with the use of ICTs into the educational process, students started not only solving the problem tasks but also created similar tasks individually. Thus the base of various problem tasks started to be formed. In educational process of juniors we use problem tasks with the use of ICTs which were created by senior students, it increases the interests of students in educational process.

For solving problem tasks students are recommended to use online sources of information, different means of communication via the Internet. For the individual creation of problem tasks students can work independently or in groups. Team work can be done with the aim of exchanging experience in the use of ICT as they have different experience in this area.

It is necessary to admit that the purpose of changing the relation to the foreign language has been successfully achieved as the increasing tendency of the students’ interest to the foreign language at the end of the 1st year of study during several years is evident (Figure 1). All first year students take part in the questionnaire (300-350 students). They have entered different departments in the Institute of Radioelecrtronics and Information Technologies – RTF UrFU. In average The increase in the foreign language learning interest of the first year students is 60 % during 4 years.

Figure 1. The students’ attitude to foreign language.

It is important that the level of interest in the foreign language increases during the reviewing period and at the stage of entering the university. It has increased from 15% (2014) to 20 % (2017). These results demonstrate changes in the attitude to foreign languages in the middle stage of education in Russia either.

The comparison of level of the foreign language in groups where the method of problembased learning was implemented with the groups of traditional teaching of the foreign language is priority research area in future. But the results of midterm and final assessments in a form of computer-based testing don’t show evident differences in the results today.

At the initial stage only teachers who were experienced users of the computer and the Internet took part in the organization of problem-based learning with the use of ICT. Totally 1517 teachers of foreign languages work in the Institute of Radioelectronics and Information Technologies – RTF. The questionnaire showed that only 40% of teachers were ready to use ICT in educational process. But by the end of the fourth year 99% of teachers have taken part in the program of implementation of problem-based learning of the foreign language with the use of ICT into the educational process, however, in different scope.

Conclusion. As a result of theoretical and empirical methods of a scientific and pedagogical research the following conclusions have been made:

Problem-based learning with the use of ICTs – is a developmental teaching, the content of which is presented by different problem situations by means of ICT. The solution of problem

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situation gives new knowledge and procedure. It helps to form modern creative person because the solutions of problem situations are demonstrated by means of new technologies;

The development of the methodology of the problem based learning is based on particular rules of problem teaching, follows definite stages and uses different types of problem tasks, such as searching-game problem tasks; communicative-searching; communicative-oriented; cognitive searching culturological; linguistically-searching problem tasks;

The problem–based learning has advantages over traditional foreign language teaching but also has some disadvantages;

The problem-based learning with the use of ICT increases students’ motivation to get new knowledge and increases learning efficiency of foreign language;

The problem-based learning of foreign language with the use of ICT develops students’ cognitive activity. It also helps to form active, creative, consistent, aimed at success personality. All of these meet the needs of parents, employers and the society.

References

[1]Oficial'nyj sajt Ministerstva obrazovaniya i nauki RF, URL: http://xn-- 80abucjiibhv9a.xnp1ai/%D0%B4%D0%BE%D0%BA%D1%83%D0%BC%D0%B5%D0%BD %D1%82%D1%8B/3409 (vremya obrashcheniya: 20.11.2015).

[2]Matyushkin A.M. Problemnosti. Dialog. Ponimanie [Tekst] / A.M. Matyushkin // Problemnosti i dialog v sovremennom obrazovanii v ehpohu globalizacii. Materialy III Moskovskoj mezhdunarodnoj konferencii. – M.: 2003. – S. 8.

[3]Bahir, V. K. Razvivayushchee obuchenie [Tekst] / V. K. Bahir // Matematika v shkole. – 2004. – № 6. – 137s.

[4]Metel'skij N.V. Didaktika matematiki: obshchaya metodika i ee problemy [Tekst] / N.V. Metel'skij // Minsk. – 1982. – 308s.

[5]Belyakova E.A. Problemnye zadaniya kak priem obucheniya inostrannomu yazyku studentov vuza [Tekst] / E.A. Belyakova // Izvestiya Volgogradskogo gosudarstvennogo pedagogicheskogo universiteta. – 2011. – T. 55. – № 1. – S. 97-100.

[6]D'yui Dzh. Psihologiya i pedagogika myshleniya [Tekst] / Dzh.D'yui // Vvedenie v filosofiyu vospitaniya. – Moskva. – S 1921. – 122.

[7]Rubinshtejn S.L. O myshlenii i putyah ego issledovaniya [Tekst] / S.L. Rubinshtejn// M. – 1958.

[8]Kudryavcev T. V. Problemnoe obuchenie: istoki, sushchnost', perspektivy [Tekst] / T. V. Kudryavcev// M.: 3nanie. – 1991. – 80 s.

[9]Okon' V. Osnovy problemnogo obucheniya [Tekst] / V.Okon' // M.: Prosveshchenie.

– 1968.

[10]Selevko G.K. Problemnoe obuchenie [Tekst] / G.K.Selevko // SHkol'nye tekhnologii. – 2006. – № 2. – 75 s.

[11]Mel'nikova E.L. Problemnyj urok, ili Kak otkryvat' znaniya s uchenikami [Tekst] / E.L. Mel'nikova // Posobie dlya uchitelya. – Moskva. – 2002. –168 s.

[12]Matyushkin A. M. Problemnye situacii v myshlenii i obuchenii [Tekst] / A. M. Matyushkin // M.: Direkt-Media. – 2008. – 392 s.

[13]Matyushkin A.M. Problemnosti. Dialog. Ponimanie// Problemnosti i dialog v sovremennom obrazovanii v ehpohu globalizacii [Tekst] / A. M. Matyushkin // Materialy III Moskov-skoj mezhdunarodnoj konferencii. – Moskva. – 2003. – S.8.

[14]Internet-portal proekta «Nauka i Innovacii», URL: http://www.rsci.ru/innovations/young_specialists/64689.php (vremya obrashcheniya: 06.05.2016).

[15]Elektronnaya obrazovatel'naya platforma “MyGrammarLab”, URL: https:// www. pearsonelt. com/ tools/digital/my-grammar-lab.html (data obrashcheniya: 11. 10. 2013).

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UDC 378.02.37.016

NON-TRADITIONAL METHODS OF TEACHING FOREIGN LANGUAGE ON THE

EXAMPLE OF COMMUNICATION AND ROLE GAMES

L.P. Danilenko

____________________________________________________________________________

Tomsk State University of Architecture and Building, Tomsk, Russia Lyudmila Petrovna Danilenko

Associate Professor

e-mail: danilenkolp@mail.ru

__________________________________________________________________________

Statement of the problem. The article is devoted to investigation of importance of nontraditional methods of communicative teaching foreign language at the higher school with the use of entertaining materials and game, and also methods which are the most effective in practice and show the best result are considered. Results. On the basis of comparison of traditional and nontraditional methods of teaching foreign language the author emphasizes the importance and multifunctionality of communicative game, including the role game. It is underlined that role game represents the innovative technology which is a tutorial to a foreign language, its advantages are mentioned, the examples of games developed by the author of article are presented. Didactic possibilities of communicative game as a method of teaching foreign languages are shown. The author shares the practical experience directed on preparation and carrying out the communicative game. Examples of lessons with the use of nonconventional method are given: lesson - project, lesson - a round table, lesson - intersubject projects, examples of communicative games with students of architectural and building faculties, etc. The professional communicative competence of the teacher is paid attention in the article. The question of emotional behaviour of the teacher, capable to make strong influence on increase of interest of students to the further studying of English language is mentioned. Conclusion. Non-traditional methods of teaching foreign languages are an important element of the whole educational process. Due to the use of non-traditional methods in teaching, specifically, communicative, including role-playing games, students improve knowledge of foreign language.

Keywords: nontraditional method, communicative activity, motivation of teaching, function of role game, skills of communication, computer technology, language abilities, a didactic method.

For citation: Danilenko L.P. Non-traditional methods of teaching foreign language on the example of communication and role games / L.P. Danilenko // Scientific Journal “Modern Linguistic and Methodical-and-didactic Researches”. – 2017. – № 4 (19). – P. 86 - 93.

Introduction.

Nowadays an active search of means and methods allowing entirely to consider requirements of a student, as a subject of educational process, is carried out. Forming the flexible technologies of teaching that can adapt to changing conditions is the task of a modern teacher at higher educational establishment. In spite of the fact that till now a foreign language in technical universities does not take the first place among main competences of an engineer, the importance of knowledge of a foreign language among students, on the contrary, increases. Therefore special methods and means of teaching are required because the system as a whole is not ready for expensive technologies and increasing lesson hours, but requirements of the customer and the performer inevitably grow.

The purpose of this article is to show the didactic possibilities of non-traditional methods of teaching a foreign language. The classical thesis that the variety of means and methods of work, the use of active forms of teaching lead to an increase of interest in studying the subject does not cause the dispute. Unfortunately, we will not find ready-made scenarios for lessons in a huge amount of methodological literature; neither handbook nor program can give a complete lesson scheme.

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© Danilenko L.P., 2017

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An experienced teacher will always make his own individual lessons, because he/she knows and understands features of working with students in the group.

Game techniques as a form of non-traditional approach to teaching

There are a number of already tested and approved non-traditional methods of teaching a foreign language. For example, method of so-called "immersion", an intensive, Express method by Ilona Davydova, 25-th frame, I. Schechter emotional-semantic method, "case method", communicative method. However, we should not underestimate the importance of the traditional approach in teaching a foreign language, when all language aspects, namely oral and written speech, audition, etc. are evenly involved in a teaching process.

The traditional system of teaching a foreign language is characterized by contextconditional approach, when theme-based subject is used. At this system there is a didactic form

– teaching includes work with an adapted or original training material. At a non-traditional method which involves games and interactive ways of work teaching is based on independence of decision-making by students themselves.

At the traditional system of teaching foreign languages provision of a training material plays a major role, and in game model the process of transferring contents is considered to be the main thing.

At the traditional system of teaching foreign languages the training material is usually focused on student with knowledge of a foreign language Intermediate (B1). And possibilities of educational game model allow to create an effective environment, considering individual abilities of students which depend on many factors: a surrounding situation, mood of participants of a game, relationship with partners, etc. It is quite obvious that role-playing game is effective working method. Students use already mastered language material in situations similar to reality.

R.P. Milrud writes: "The task of a teacher consists in organization of speech interaction. It is unification, coordination and complementary of efforts of participants of communication for determination, approach and achievement of communicative purpose and result by speech means. And speech interaction is a key to the organization of communication in a foreign language" [1, p. 3]. The teacher is given the right to choose methods and teaching techniques, but it is necessary to emphasize that teacher should make choice competently. At any method of teaching it is very important to create a positive atmosphere (aura) in the classroom, to involve each student in active and free participation in communicative activity, as communicativeness is a key element of foreign-language communication.

Non-traditional methods are based on the principles of a suggestology (science about the use of suggestion in learning, especially foreign languages, techniques of fast reading and release of a hidden potential of a person); the effect of extra memorizing is used here. Nontraditional methods practically minimize the theory or absolutely exclude it. Here a real-life communication and development of informal conversation take the leading position. Domestic scientists E.S. Polat and E.I. Passov have shown that non-traditional forms of teaching maintain the interest of students in a subject and increase motivation of learning [2].

For productive and effective activity the typical non-traditional forms of lessons, stimulating students to activate mental activity and independence are used. And it forms a closer communication between teacher and students. It is not necessary to use non-traditional method during the whole lesson; you can use only some elements directed to intensification of teaching. This kind of work could include the use of computer technologies, design techniques, innovative forms of testing, etc. The purpose of non-traditional lessons consists in the development of new methods, forms, techniques and means of teaching.

Non-traditional forms of work are realized with obligatory use of audiovisual means (auditive impression and visual presentation), and it is a great potential reserve in learning a foreign language. It is advisable before the start of the game to give attention to audition. The teacher can always spend 5-7 minutes at a lesson for listening mini dialogues from TOEFL,

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IELTS or from textbooks of Oxford, Cambridge, London, New York and Sydney, or in a computer class to watch a short thematic movie that of course contributes to the development of ability not only to hear, but also ability to listen to a partner in communication. The teacher selects interesting material, creates, combines, and modifies everything that is considered to be necessary and useful for teaching.

Non-traditional lesson is an improvised educational one which includes techniques and methods of various forms of training and increases efficiency of teaching. The examples of non-traditional lessons:

Lesson – excursion (journey). At this lesson students are talking about one of the Eng- lish-speaking countries, about places of interest, about cities. You can give the task to prepare a slide show on this topic. The main attention should be paid to speech development.

Lesson – a round table. This work is characterized by an active discussion of controversial issues. At this lesson rhetorical skills are formed. At the given stage, students need high level of language proficiency and certain knowledge of a problem that will be discussed.

Lesson – a project. This activity is characterized by high communicative ability. It is possible to form a creative research atmosphere. At this stage, the language and speech skills of students are realized. Here, the previously formed skills of foreign-language communication are improved and the basis for independent statements of students is formed.

Lesson – inter-subject projects. At the architectural and construction university it is possible to involve in cooperation such departments as "Architecture of Civil and Industrial Buildings", "Metal and Wooden Structures" and in common to develop projects. The student's task is to defend prepared project in a foreign language. Such type of activity forms information and language competences of future specialists and allows them to use a foreign language in practical and professional activity, and for the purpose of self-education.

Lesson – role-playing game. This game is one of the most important methods and stim-

ulus of teaching. It is both interest, and feeling of pleasure and satisfaction from the ability to communicate in a foreign language. [3].

We will focus on the importance of communication game as one of the most effective ways of creating a situation similar to reality. The developing value of a game is great, since by its nature the game is always emotions and where are emotions, there is activity, thinking, attention and imagination.

Communication games are games for development of ability to communicate, ability to cooperate and interact with people in various life situations. The problem is defined and all students take part in solving this problem. The purpose of communicative game consists in organization of unprepared communication.

Role-playing games are a modeling of events taking place in a certain world at certain time. The main game element is a play role; participants play out certain characters, being guided at the same time by character of the role and inner beliefs of the character within game realities. Game creates conditions for formation of new, more effective communicative skills.

An outstanding feature of communicative, including role games is that in this situation speech activity is considered taking into account a topic of conversation, the place and time of action, the relations between partners in communication, etc. This helps to bring a teaching process closer to real life. During the game attention is concentrated on the development of speech skills of participants, and, not only the speaker, but also the listener is as much as possible active as he/she has to understand and remember a remark of the partner, relate it to the situation.

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M.F. Stronin considers game as "… situational and variable exercise where an opportunity for multiple repetition of a speech sample is created in the conditions as close as possible to real speech communication with its distinctive characteristics – emotionality, spontaneity, purposefulness of speech influence " [4, p. 4].

"Communication in a foreign language, as means and necessity of inter-cultural communication is laid down at the lessons of a foreign language. Communication is the leading activity of a person, part of which is role-playing game. Being social in its content, by its nature and origin, role-playing game has an unsurpassed value in teaching a foreign language. Roleplaying game as a method of teaching a foreign language, is also aimed at reflecting the surrounding reality and reproduction of social and cultural relations in another language" [5, p. 187].

Role-playing and communicative games are very interesting and fruitful not only in student's groups, but in the classroom with adult audience (FPD groups – faculty of professional development) when teachers of technical specialties participate in a game with pleasure. Carol Livinstone in his book "Role play in language learning" so describes a role-playing game: "Role-playing game is an activity which gives to a student the chance to study language, role behavior. It is the communication process close to natural contact communication. Being a training model of interpersonal group communication, specific organizational form of teaching oral speech based on the communicative principle, role-playing games fit easily into a lesson and, among other things, give a great pleasure to students" [6, p. 22].

There are plenty of games of different categories: oral and written, grammatical and spelling, lexical and phonetic, games for a communicative interaction, business games, etc.

Game as a didactic method, has its advantages. It is aimed at the formation of requirement for self-expression and self-realization, and it at the same time develops ability to a rational reflection and self-reflection. Game creates a special social environment where a certain intellectual, emotional and strong-willed efforts are included. During the game the culture of communication is formed, many psychological complexes, such as indecision, shyness, fear of a public speaking and incorrect statement are removed.

Based on work experience, conclusion is made that the volume of communication / role games should be at least 15-20% of the total classroom hours. Games help preserve the lexical vocabulary, otherwise it can go from active memory to passive. And to make the game more successful, it is recommended firstly to introduce active vocabulary and do a series of exercises to fix it. It is desirable to repeat the cliché expressions that will be required when communicating with partners:

I think… , I suppose … , To my mind … , In my opinion … , It seems to me … , I guess….

Situations of communication in games, created by both verbal and non-verbal, graphic means bring speech activity in classroom closer to the real communication, thereby realizing the general methodical principle of communicative orientation of teaching a foreign language.

Games are the integral form of educational process, they perform a number of functions at which:

teaching function helps to master skills and abilities of the dialogical speech during interpersonal communication, allows you to model communication in various speech situations;

educational function helps to bring up diligence, activity, mutual assistance, independence, ability to defend one’s point of view, to show an initiative;

developing function develops memory, attention, creative imagination that helps to improve communicative skills and organizing abilities;

communicative function contributes to the establishment of new emotional and communicative relationships;

relaxation function helps to remove emotional tension at intensive foreign language teaching [7].

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In our opinion, communicative / role-playing game is the best model of communication; it creates excellent conditions for remembering a material, thanks to emotions connected with certain phrases or situations; it contributes to the formation of cooperation and partnership between the teacher and students.

The basic requirements to role games:

1.game should stimulate the learning motivation; it should be done on the basis of a situation adequate to real communication;

2.role play should be well prepared and clearly organized;

3.role play should be adopted by the whole group;

4.a friendly creative atmosphere is certainly necessary;

5.game is organized in such a way that students can use the spoken material in active verbal communication with maximum efficiency;

6.the teacher certainly believes in the effectiveness of role-playing game; only under this condition, good results can be achieved;

7.great importance is the ability of the teacher to establish good contact with students. [8].

Practice of game techniques

Here are some examples of games. In practice of using game techniques in the classroom, textbooks "Role plays for Communication in Modern American English" and "Communication Gambits in Modern American English" (authors Gavrilov A.N, Danilenko L.P.) are used. Wide representation of conversational situations, undoubtedly, actual, imitating real dialogue, is an important advantage of the given textbooks. The main methodological unit of textbooks is a problem including a speech situation and personal motivated tasks.

Before the game starts, an active vocabulary is given and roles are casted. And, of course, a lot of things will depend on the competence, erudition, and emotional state of the teacher.

Examples of communicative games:

GAME 1. CANVASSING.

Make one copy of each of the manifestos. Choose three articulate students and give each of them one manifesto. The object of the game is for each of these students to win as many people as possible over to his/her cause. To do this, they should move around ye class, explaining their party’s policy to other students and trying to get them to join the party. The rules are: a) everyone must join a party; b) no one can join more than one party; c) as soon as student has joined a party, he/she must then canvas for the party, trying to get more members. At the end of the game, the largest party wins.

The Public Health and Safety Party Your policies are:

Ban alcohol

No smoking; ban cigarette manufacture

Compulsory exercise every morning

No chemical additives in food

The Technological Advance Party

Your policies are:

More money for scientific and medical research

Teaching to be done by computer

Faster transport; development of supersonic cars

Domestic robots for every home

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The Aesthetic Liberation Front

Your policies are (ваш призык):

Free museums, art galleries, theatres, and cinemas for all

Books and music issued monthly to every household

Piped classical music in the streets

Compulsory art classes [9].

The games connected with future profession of students of architectural and Construction University are used as well.

GAME 2. “BUILD YOUR CITY”

The first stage. Give the name to your new city.

The group is divided into teams of 4-6 students. The aim for each team is to "build" a new

logically-organized modern city. At the first stage groups choose names for their cities.

The second stage. Urban project.

In the second phase, team members should agree among themselves which objects are to be built in the city and develop the project of building the city using spatial layouts or drawing paper and pencils. The project should meet all the requirements applied to urban development in the XXI century.

The third stage. My city.

After the city was built, each team member tries to formulate the logic of urban development

and tells what objects are erected in the city and explains their position towards each other.

The fourth stage. The arbitrator calls the best project.

The arbiter, selected in advance, valuates all the submitted projects and calls the best one. When making a decision, the arbiter should take into consideration: the overall impression of the city project;

the best city’s name

the expediency of various facilities construction;

the logic of urban development;

the presence of such important objects of a city infrastructure like a highway, an airport, a railway station, a city dump and others [10, p.47-48].

GAME 3. “MY NEW HOME”

Activity A

Your students are going to buy a new home, get them to list off their priorities. For example:

It must be made of brick (concrete, timber). (Why?)

It must have … floors. (Why?)

My flat must be on the first (second, last) floor. (Why?)

It must face the South (Why?)

It must have a lot of natural light

It should have nice views/Nice location

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It must be near the countryside

I prefer a house to a flat (Why?)

It must have amenities nearby (parks, culture centres, sports centres)

My flat has to be in the city centre (Why?)

When students have made their comments on each requirement for their new home ask to rate them in importance. Debate the needs/priorities of single people as opposed to married couples with children, then. Everything they say must be supported by explanations. No short answers.

Activity B

Get students to list off their priorities inside the house. For example, the most important thing for me is:

A balcony (Why?)

Two bathrooms!

A big TV

An enormous bed

A really comfortable sofa

Book shelves

Big kitchen

A fire place (Why?)

Distribution of the house (the lay-out), having the bedroom far from the kitchen or living room (Why?)

Activity C

Get students to name two or three amenities they consider essential for them. For exam-

ple:

Sports centre

Public transport

Shopping centres [10, p.157-158]

It should be emphasized that an emotional state of a teacher plays an important role. Emotionality is the quality and dynamics of emotions and feelings, and in this case teacher's ability to adjust an audience to creative activity can be considered as one of the personal qualities of a teacher. He or she directs positive emotions to maintain interaction with the students. The nature of teacher's emotions during the lesson greatly influences the learning process, and of course teacher needs to understand the emotional state of each student, to feel his/her individual characteristics [11].

I.A. Zimnyaya emphasizes: "In conditions of contact all personal qualities are most fully shown and internal mechanisms of contact between the teacher and students are emotional and intellectual sympathy, co-thinking, co-operation" [12, p. 403].

When carrying out role-playing games special attention should be paid teacher's language, how he or she can use facial expressions, voice. A game can be successful if the teacher will be able:

-to create an atmosphere, free from fear before each statement;

-to participate in game, identifying himself with students;

-to be very self-restrained, even in a conflict situation;

-to show that he or she appreciates and respects the participants of game;

-to organize work with interest and a variety taking into account age and professional features of students.

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According to I. Schechter, the founder of an emotional-semantic method, "Teacher should be not only a competent linguist and a talented teacher, he must be a good psychologist, an actor and a producer" [13].

Conclusion

Based on the analyzed literature and the author's practice, conclusion can be made that non-traditional game methods just stimulate students to display speech activity and this is game’s attractiveness. At present stage, in any living language, a rethinking of many linguistic phenomena occurs, and this stimulates the search for new elements in methodical work. Here the teacher has an opportunity to create and develop games directing to a more active learning a foreign language. Motivation of educational and cognitive activity consists in creation of positive emotions, situations of communication, actual continuity of educational discussions, roleplaying games. The game promotes obtaining new knowledge, the development of memory, thinking, and perception. It helps to develop such features as activity, discipline, and collectivism. The game is an important element of the educational process. It performs both teaching, and educational, entertaining, and relaxation functions. Role play promotes the intensification of learning process, supports interest in the subject. Teaching oral speech brings the learning process closer to real conditions, and this can be successfully carried out in the process of playing activity. Communicative, including role-playing games, develop and improve the speechthinking activity of students. They contribute to the arising a sincere desire to communicate in a foreign language, not only at a lesson, but also in a real life.

References

[1]Mil'rud R.P. Obuchenie shkol'nikov rechevomu vzaimodejstviju na uroke inostrannogo jazyka. // Inostrannye jazyki v shkole. 1991, № 6, S. 3-8.

[2]Pleshkova L.Ja. Organizacionno-delovaja igra kak sredstvo formirovanija logicheskogo myshlenija i professional'nyh navykov studentov. // Innovacii v obrazovanii. M:

2003, № 6, S. 91-103.

[3]Vasil'eva E.N. Ispol'zovanie netradicionnyh form i prijomov v vysshej shkole dlja povyshenija motivacii k izucheniju inostrannogo jazyka // Molodoj uchenyj. 2012. №1, T.2, S.

67-70.

[4]Stronin M.F. Obuchajushhie igry na uroke anglijskogo jazyka. // M: Prosveshhenie, 1984, 112 s.

[5]Zhuk N. V., Tuzova M. K., Ermakova L. V. Rolevaja igra kak metod obuchenija inostrannomu jazyku v vysshej shkole // Aktual'nye voprosy sovremennoj pedagogiki: materialy IV Mezhdunar. nauch. konf. Ufa: Leto, 2013, 237 s.

[6]Carol Livingstone ‘Role Play in language learning’ // M: Vysshaja shkola, 1988, 126 s.

[7]Konysheva A.V. Igrovoj metod v obuchenii inostrannomu jazyku. // KARO SanktPeterburg: Chetyre chetverti, 2006, S.15-16.

[8]Kolesnikova O.A. Rolevye igry v obuchenii inostrannym jazykam. // Inostrannye jazyki v shkole. 1989, № 4, S. 14-16.

[9]Hadfield Jill. Advanced Communication Games. Tomas Nelson and Sons.LTD/1987,

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