ЗНАЧИМОСТЬ РОЛЕВЫХ ИГРОВ В УЛУЧШЕНИИ ЯЗЫКОВЫЕ НАВЫКИ УЧАЩИХСЯ

Аннотация

The article provides information on traditionally recognized skills such as listening comprehension, speaking, reading and writing as a number of difficult skills in English language learning. Key words: student, language, language learning process, acquiring skills. ЗНАЧИМОСТЬ РОЛЕВЫХ ИГРОВ В УЛУЧШЕНИИ ЯЗЫКОВЫЕ НАВЫКИ УЧАЩИХСЯ Аннотация. В статье представлена информация о традиционно признанных навыках, таких как понимание аудирования, говорение, чтение и письмо, как ряде сложных навыков в изучении английского языка. Ключевые слова: студент, язык, процесс изучения языка, приобретение навыков. Learning English language involves a number of difficult skills: For instance, the traditionally recognized skills like listening comprehension, speaking, reading, and writing. But many students hesitate to speak in front of the class or others as they are not sure of the correctness of language. The process and the method of learning the language should help one to acquire fluency as well as proficiency. In this context, role playing activities become an effective tool and strategy. Studies have shown that role-play can be used effectively to improve students not only language skills, but also interpersonal and communicative skills. The different roles designed in role-play offer the students opportunities to practice their oral skills in various types of behavior and give life and immediacy to academic descriptive material. So, implementation of role playing activities in language teaching process plays a pivotal role in improving students’ communicative skills. Role plays provide students with the opportunity to take part in activities which mirror career-related scenarios. To help students understand the use of role playing sessions, role plays should be content-focused, match learning objectives, and be relevant to real-world situations. Role playing exercises encourage students to think more critically about complex and controversial subjects and to see situations from a different perspective. When properly employed, role plays can motivate students in a fun and engaging way. According to Harbour and Connick’s opinion1 using the following guidelines can be helpful for teachers in planning role playing exercise. So, teachers should: - Use role playing as a graded exercise, introduce small, non-graded role plays early in and during the semester to help students prepare for a larger role play which will be assessed. - Determine how the role play will be assessed: will observers be given an assessment rubric? 1 Harbour, E., & Connick, J. Role playing games and activities rules and tips.2005 7 5 International scientific journal ISSN: 2181-3906 «MODERN SCIENCE АND RESEARCH» 2023 VOLUME 2 / ISSUE 9 / UIF:8.2 / MODERNSCIENCE.UZ Will observers’ remarks and scores be shared with the role players? Will the observers’ scores be included with the instructor’s scores? Will the role players be given the opportunity to revise and present the role play again? Will observers be taught how to properly assess the performance? - Instruct students that the purpose of the role play is to communicate a message about the topic and not focus as much on the actual person acting the role. - Tie role plays to learning objectives so students see their relevance to course content. - Allow time for students to practice the role play, even if it is spontaneous, so they will be able to think deeply about the role and present it in a meaningful way. - Reduce large chunks of content into smaller sections which can be more effectively presented as a role play. - When assigning a role play, explain its purpose and answer questions so students are able to properly prepare the exercise. - Challenge all students equally when assigning role plays so everyone will be assessed on equal ground. While doing role-play, the students have an opportunity to interpret their roles in the target language creatively. The teachers seldom interfere when the students make mistakes and this will decrease the anxiety of most students, especially shy ones. Also since role-play is much like doing a mini-drama, the students know that they are not displaying their own personalities. Therefore, the use of role-play provides a mask for students and encourages them to feel liberated in performing. Moreover, while doing role-play, the students who are better at acting than speaking can have a chance to participate. They can express themselves by both words and actions, which will allow them to engage in the class activity instead of sitting or standing still in a normal classroom. This can release their anxiety of being different and isolated in class and could increase their self-image. Of all the four skills, speaking seems intuitively the most important: people who know a language are referred to as ‘speaker’ of that language, as if speaking includes all other kinds of knowing and many foreigners are primarily interested in learning verbal interaction skills. Classroom activ