Language learning through role-playing

Language learning through role-playing

The notion of communicative competence as an integral characteristic of human social behavior was first used in sociolinguistics. The most thoroughly development of this concept took place in language pedagogy, in which communicative competence is seen as a person's ability to understand and produce foreign-language statements in a variety of socially determined situations, taking into account linguistic and social rules to adhere by native speakers in accordance with the permission of tasks and communication situations.

The formation of sociolinguistic competence as an integral component of the communicative skill of the students is one of the main aspects in foreign language teaching and successful learning, as the possession of sociolinguistic competence, which consists in the ability to use the means of communication in accordance with a specific communicative situation and the socio-cultural norms of society, involves the formation of the disciples:

1) knowledge of the components of the communicative situation and the ability to model their language behavior in accordance with the communicative purpose, time, place, and social status and role of participants the situation of communication;

2) ability to choose verbal and non-verbal means of communication depending on the register of the relevant communicative situation.

Mastering a foreign language, and therefore elements of the value system of other cultures, we can assume some changes in the behavior of students, at least in communicative behavior. A convincing argument of the validity of the thesis is noticeable changes in speech behavior. As a rule, change the style of communication, especially those who for a while appeared in the language environment:

• increases the speed of the speech in their native language;

• there are typical gestures, some looseness, smiling, emotionality, increased volume of speech, i.e., speech behavior of native speakers of the languages studied has a distinctive impact on the students.

To optimize the process of formation of sociolinguistic competence can a variety of role-playing communicative games, as they are most fit to create and deploy situations of verbal communication. The instructor also should carefully approach the selection of speech material and the language: to draw students' attention to the examples of the use of non-equivalent vocabulary, to analyze the use of lexical-phraseological collocation, to focus on different sociolinguistic connotations associated with different culture, customs, traditions, etc.

It is the application of such interactive methods as role-playing, role-playing dramatizations, is one of the feasible methods for the formation of sociolinguistic competence of students because they help to create and simulate various communicative situations, which is a necessary condition of the learning of sociolinguistic competence.

Role-play is a play of action and relationship of other people or characters to a story, both real and fictional. Examples of role-playing games are games like "Mother and Daughter", "In store", "The Game of School", etc. Role play — a method of enrichment of the senses and the accumulation of experience, development of imagination, overcoming fears and developing communicative and sociolinguistic skills including.

The main objective of the role play is to improve the ability to select and use the linguistic and non-linguistic tools to adequately field the register communication parameters of the communicants.

The aim of the teacher is the formation of the student as a subject of educational activity, which means that the teacher needs to teach to his ability and skills to plan and organize their activities, to work with the literature, organize information, analyze material, etc. This task involves using in educational process of active forms of learning. They give students the opportunity to learn, gain experience in practical activities. A special place among the active learning methods of didactic games is role — playing, simulation, business, etc.