CC BY
112. Karamatdinova A.J., Isomiddinova M. Analytical journalism as a tool for socialization of innorative ideas. Журнал "Достижения науки и образования". № 7, 2020.
3. Karamatdinova A.J. Journalism and world. Журнал «Вопросы науки и образования», 2020.
4. Lazutina G.V. Professional ethics of a journalist. Textbook. 3rd ed., interruptions and additions. M.: Aspect Press, 2011.
5. Konyukova M. Journalism for all / M. Konyukova. St. Petersburg: ABC-Atticus. ABC, 2012.
ROLE-PLAYING AS A METHOD OF EDUCATIONAL INTENSIFICATION Karamatdinova A.J.
Karamatdinova Ayjamal Jengis kizi - Student, FACULTY OF INTERNATIONAL JOURNALISM, UZBEK STATE UNIVERSITY OF WORLD LANGUAGES, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: аccording to this thesis, there is a huge argument about the clear defination of role-playing games in the process of teaching a foreign language. All of them is aimed to show the practical and theoretical importance of this method.
Keywords: role-play, new pedagogical technology, teacher's role, scenario works, stage of jobs.
The process of teaching a foreign language at a higher school is currently being reorganized. The new pedagogical technologies used by teachers are aimed at giving students not only practical or theoretical knowledge, but also at developing their communication skills. Role-playing games are increasingly being used to develop communication skills.
In recent years, role-playing has taken a firm place in the method of teaching foreign languages. But, despite this, there is still no clear definition of role-playing games. G. Rogova considers them various forms of dramatization, which are very effective in learning foreign languages and, the application of which brings success. She also considers improvisation and role-playing games to be such forms of dramatization. Josef Broich defines them as "handlungsorientiertes Spielverfahren". According to him, the action and behavior of the role-playing participants are imprinted with the roles they play. The experience of the game creates opportunities for participants to create situations that are close to real.
In the German branch of the Faculty of Foreign Philology, role-playing games are very often used in reading classes because it is texts that provide a wide range of opportunities for their role-playing that two groups of role-playing games can be distinguished: Situational role-playing, when on the basis of the text it is proposed to reproduce dialogues between the characters of the work; Innovative (productive) game, when the joint activity of the participants of the game is aimed at solving a topical problem, exchange of opinions, demonstration of intermediate elements. But a spontaneous role-playing game will not give the desired result. The game requires careful preparation. To conduct an RPG using text, it is necessary to divide the work on it into several stages. The work of the teacher to prepare the text for an RPG, as it is the teacher must be competent to plan and conduct the game. The most important thing in this case is the choice of text. When choosing it, the teacher should take into account that not all the texts are suitable for the role-playing games, the content of the selected text should be completed, the selected text should be promising for
the role-playing games. The text should be interesting to students and close to them in terms of content. When preparing a text for further dramatization it does not matter whether it is a story, a novel or an excerpt from a work, the main thing is that it should be easily transformed into an RPG scenario. Once the text has been selected, the next stage begins. The teacher distributes the roles among the students and helps them better understand their characters. Only by understanding the actions of their heroes, students will be able to demonstrate the roles. It should be stressed that the preparation and implementation of role-playing games should be conducted only under the guidance of the teacher. Working on the text together with the teacher, students can play not only the main scenes, but also secondary, as well as predict the background or continuation of the story. In this case, students become co-authors of the work, as in independently written scenes, they develop the action of the story, give its background or describe the future life of the characters. There is no need to convert the whole text into role-playing scenes. Sometimes it is enough to play some episodes that are interesting in terms of language or speech material. Here it should be noted that the purpose of such a lesson is not a game training, and learning through the game. Starting work on the text, which in the future will be played by roles, it is necessary to work on the vocabulary, work on the language material, which in the future will be used by role-playing characters. This stage is directly related to the content of the text itself. Here students find information about their heroes in the text, make up their short biography, prepare their dialogues. In this article an example of work on the fiction text is given. P. Bixel's text "Daughter" was chosen for the work, which was offered to the 3rd year students of the national group. The story raises the issue of relationships between parents and children: a grown daughter who works in the city, and parents living in rural areas with her routine life. We will not stop in this article at the work of the teacher, which he did, preparing the text for role-playing games.
It will show the stages of work on the text in the classroom. The work on the text is carried out in several stages:
Stage 1. Students discuss the biography of the writer P. Bixel, which they could familiarize themselves with at home, or they are offered a scheme of the biography in the drawings, by which they restore it and retell it. After that, they are offered a text that they have already read at home but cut into several parts. Students are asked to assemble the text in order. This task is offered to make sure that students are familiar with the text.
Stage 2. Work on vocabulary. Students are asked to write out separately the words that relate to their daughter and parents, after which they express their opinion, why the author uses borrowings from French to describe his daughter. Borrowings from French characterize the heroine as a fashionable girl interested in life abroad. At this stage, it is possible to use both group and individual work.
Stage 3. At this stage, students are invited to note in the text information relating to the heroines of the story and discuss their positive or negative traits. As a homework assignment, students are asked to write a characterization of the main character. The instructor may pre-distribute questions to students to help them create her character. He may also ask students to answer in their work if this is a typical behavior for our young people. As a separate task, it is possible to compare intra-family relationships in the text and in our lives. Writing the task helps students to better understand and appreciate the characters in the work. Written characterization of heroes is discussed in the next class, the works are compared, evaluated by the students and the best ones are selected.
The 4th stage. Actual work on the preparation of role-playing. Students are assigned to groups and receive their roles for further presentation. They may be asked to write a scenario by text or by episode. The instructor may also suggest that students write their own role-playing scenario. In this case, they may be asked to script a conversation with their friends, one of whom would be against leaving home, and the other would support the heroine. In each group there are students who duplicate the same role, which they later
discuss and offer their options. The result is a selection of the best options for the heroine. After this discussion, the students are grouped according to the number of heroes in the story: in this case: mother, father and daughter. Students make up a role-playing scenario. The teacher makes sure that the text of the script is not too different from the test of the story itself. The final version of the script is presented by students already in the form of role-playing in the next class. The students themselves note the shortcomings of the role-playing games of different groups and evaluate their work. It should be noted that role-playing facilitates the work on the text, and develop such speech competences: reading, writing and speaking: While reading, students get acquainted with the text, expand and improve their vocabulary, use new vocabulary in written and oral speech. When speaking, students feel relaxed and express their thoughts without fear of making mistakes in speech. In written speech, students express their thoughts, make up biographies of heroes and depict events that are not always in the text. This is their own fantasy written representation of the text.
References
1. Karamatdinova A. Influence of mass media on the development of youth outlook. Scientific journal "European science". № 7, 2020.
2. Karamatdinova A.J., Isomiddinova M. Analytical journalism as a tool for socialization of innorative ideas. Zhurnal "Dostizheniya nauki i obrazovaniya".№ 7, 2020.
3. Karamatdinova A.J. Journalism and world. Zhurnal "Voprosy nauki i obrazovaniya", 2020.
4. Lazutina G.V. Professional ethics of a journalist. Textbook. 3rd ed., interruptions and additions. M.: Aspect Press, 2011.
