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ROLE-PLAYING GAMES USAGE IN THE COURSE OF "BUSINESS ENGLISH" FOR STUDENTS OF NON-LINGUISTIC HIGHER EDUCATIONAL ESTABLISHMENTS
Abstract
The paper deals with the relevance of application of new methods of training, the most important of which is competence-based approach to education in non-linguistic higher educational establishments. The purpose of the paper is to revive the main signs of modern language formation which covers a large number of people studying foreign languages at the most various levels. The paper offers quite a wide range of methods and technologies which can be used for foreign language training through the role-playing usage and it also describes educational process basing on competence approach to education. The presented material will be useful for lecturers of higher educational establishments.
Keywords
education, cross-cultural communication, training and methodical complex (TMC), role-playing games, traditional and communicative methods of teaching, communicative competence, survival level, threshold level, socialization
AUTHOR
Angelica Tadtaeva
PhD, Associate Professor Department of Foreign Languages Finance University under the Government of the Russian Federation
Vladikavkaz, Russia [email protected]
By the beginning of the XXI century the social and cultural context of learning of foreign languages had changed fundamentally in Russia. Educational and self-educational functions of the foreign languages, their professional importance in the labor market have increased significantly. As a result, it influenced the strengthening of the motivation in language studying for international communication.
The changes which are taking place in modern society, the creation of European cultural and economic environment, Russian involvement in these changes, the emergence
of new technologies providing unlimited opportunities for information and communication, make new requirements for the preparation of students. It is seen through the formation of an educated person who knows and respects the culture of his native country, tolerant, open for dialogues between cultures; the personality ready to realize the scale of variations in the society, his role in the implementation of these changes.
Our country is becoming more and more open, entering the international community as a partner. International relationships are expanding, as well as nationalization in all life spheres of our society. Foreign language is becoming really popular in human activities. It has become a factor of social and economic, scientific and technical and progress in general culture. Of course, all these raise the status of a foreign language as an academic subject.
In the context of strengthening the communicative orientation of the educational content in Russian higher education at its present stage of historical development in the country's language training is considered to be a priority way of higher educational modernization. The purpose of foreign language teaching in non-linguistic higher educational establishments is to help students of foreign languages to reach communicative competence at the threshold level (the term of the European Council): the ability and readiness of the future real experts to carry out foreign language communication and to come to an understanding with the native speaker.
All the foreign language teaching methods are divided into traditional and communicative.
The traditional method was the most widespread the foreign language teaching before occurrence of the communicative approach. Teaching on the given procedure is carried out by means of regular work on grammar and vocabulary which consists in systematical grammar studying with simultaneous work on reading and translation skills. The traditional approach assumes reading, translation and retelling of the text, a question and answer work, performance of lexical and grammatical exercises, the statement on the certain subject matter. Traditional training is extensive, stretched in time. The given method gives a high result in grammar, vocabulary, reading and letter-writing training.
Unlike a traditional method, the objective of a communicative one is in teaching oral speech. The given method is the latest and the largest achievement of a methodical science and assumes the language training as means of dialogue during the communication. Foreign researches in the field of a communicative method began in 60th of XX century. Firstly, the starting point was that the English language started to get the status of the international language communication. The society needed new methods of teaching which could assist multicultural progress in conditions of creating a single European economic market. Secondly, it turned out that the traditional widespread methods at that time have ceased to satisfy the needs of the majority people studying English as a foreign language. Actually, the reason was not so much in the old methods; it simply had a new contingent of students, the so-called 'pragmatists' with especially functional sight at language as on the tool of the communication. The system of deep mastering of studied language on which traditional academic programs have been directed was useless and a possibility of immediate practical implementation of the knowledge was required. But it turned out that the people, who had been learning the language to communicate, could not speak using modern informal conversation (not speaking about slang). They did not have the concept about speech etiquette. In a word, they felt helpless in a situation of actual dialogue.
To solve this problem, the European Council has charged to a commission of experts to study the possibilities of creating the system of foreign languages training for adult trainees which could become a basis of language teaching in any member state of the European Council. The result of their work was the set of the researches aimed at development of the concept which could focus attention to formation and progress of
capacity to communicate a foreign language in a context of the personally focused teaching. During the research the idea of threshold levels development as specific objectives of foreign language mastering was generated. It was initially intended for adult trainees but later it has been adapted for objectives and a content of training at other educational institutions with success.
The results of these studies were summarized and analyzed in the "Modern languages" document. This has extended the practical use of the developed approach on the functional and semantic basis and implementation of the basic principles in several areas: in the development of new methods and creation of new training materials, of complex technological training systems (multi-media systems), in the evaluation of self-evaluation, self-study system development based on the individualization (learner autonomy), in making recommendations for the foreign teacher training.
At the end of the twentieth century there had been a number of research projects that had the formation of a communicative language teaching system as their goal. The important place among them was occupied by the project "Learning and teaching modern languages for communication". Special attention in an integrated communicative approach, systematized on the basis of theoretical developments and practical experience of foreign languages teaching in the UK, France, Germany, Italy, Spain and other Western European countries is given to communicative purpose of the training sessions and is used for foreign language learning as a medium of communication training materials.
Three primary (base) levels for language acquisition were identified:
1. the survival level;
2. the waystage level;
3. the threshold level.
Detailed requirements and content of these levels for a number of Western European languages have been developed. Used in training materials should have formed communicative competence. Overall implementation of the programme "Language learning for European citizenship" had to give the Europeans the opportunity of free communication, removing language barriers, achieving mutual understanding and respect. Both levels are planned in carefully developed models (for a certain period of study) for foreign language proficiency as a means of effective communication (Livingstone, 1988).
Thus, we can say that the main goal of this approach is not just to teach speaking any foreign language, but also to understand the speech of the interlocutor and to express his thoughts to form communicative competence, which includes linguistic, sociolinguistic, social and cultural, strategic, and discourse competence. This can be achieved by teaching people in natural conditions or by creating similar conditions using communicative methods of foreign language teaching.
As we noted above, the purpose of language teaching in general and communicative method in particular is the formation of "communicative competence". "Communicative competence" is understood as the ability of the target language to carry out speech activity in accordance with the goals, objectives, situation of communication within a particular sphere of activity. The basis of communicative competence is a set of skills that allow the communicant to participate in speech communication (in its productive and receptive forms).
K. Livingstone identifies the following components of communicative competence:
• linguistic competence, which involves the mastery of a certain phenomenal amount of knowledge and corresponding skills related to various aspects of the language: vocabulary, phonetics and grammar;
• sociolinguistic competence is the ability to implement a variety of language forms, use them to convert them in accordance with the context, that is, to adequately solve the problems of communication in each case. To learn this, it is important to know the
semantic features of words and expressions as they change depending on the nature and style of communication, what effect they can have on the interlocutor;
• socio-cultural competence involves the formation of an international-oriented personality, conscious of the interdependence and integrity of the world, the need for intercultural cooperation and the solution of global problems of mankind, and in particular knowledge of the culture of the target language, including not only art, but also the nature of thinking and mentality;
• strategic competence implies a degree of familiarity with the socio-cultural context of the language functioning;
• discourse competence includes the ability to understand and to achieve connectivity the perception and generation of separate statements in the framework of communicative and meaningful verbal formations (Livingstone, 1988).
The leading component in communicative competence is speech (communication) skills which are formed on the basis of language knowledge and skills of linguistic and cross-cultural knowledge.
Communicative competence includes the following essential skills:
• to read and understand simple authentic texts (with the understanding of the core content and with full understanding);
• to communicate in standard situations verbally: work-study, cultural and domestic spheres;
• to tell about yourself, the environment; to retell, to express the opinion, assessment briefly.
• the ability to write and convey basic information (a letter).
So the minimum level of communicative competence in the state educational standard of foreign languages is identified (Isaeva, 2007).
How does the use of communicative method form communicative competence? The communicative teaching of foreign languages is the activity, since verbal communication is done through "speech activity", which is used for solving problems of productive human activity in terms of communicating people "social interaction" (Tadtaeva, Bigaeva, 2014). The participants are trying to solve the real and perceived objectives of the joint activities with the help of a foreign language.
The peculiarity of activity type of training contains its intended purpose and its essence is primarily associated with a distinct form of speech activity, so we see its widespread use when talking about the teaching of reading, listening, translation, etc. And only in one of the known methods, which tries to encompass the foreign language teaching in general and specifically in the communicative method, we find the main features of the activity type of training.
According to E.I. Passov, the author of the communication method, the communication involves speech, the focus on the educational process which is (in fact, all the trends of the past and present put such a goal) the path to the practical use of the language. Practical speech orientation is not only a goal but also a means where both dialectically "interdependent".
The speech partnership depends largely on the communicative behavior of the teacher which is also included in the aspects of speech training and orientation activity due to the nature of communication. In fact, all stages of the learning material have the communication learning. But there is a number of issues that require special training. So, for the ability to communicate a special role is played: the ability to communicate, roll it and resume; ability to conduct its strategic line of communication, to implement it in the tactics of behavior contrary to the other strategies to communicate; the ability of the account every time (several new) audio partners, the changing roles of the partners, or
the turning off the communication; the ability to forecast the behavior of the speech partners, their statements, the outcomes of a given situation (Tadtaeva, 2013).
Modern communicative method is a harmonious combination of many methods of foreign language teaching, being probably at the top of the evolutionary pyramid of different educational methods.
At the present stage of foreign language teaching, the majority of teachers consider "communicative" as the most effective linguistic method and they criticize traditional techniques, working on the principle "from grammar to vocabulary, and then the transition to exercises for consolidation". Artificially created exercises do not form language speaker and language learners of this technique would rather say nothing than say the wrong phrase. And "communication", conversely, is designed to "unleash" the tongue.
Communicative method develops all language skills from writing and speaking to reading and listening. Grammar is mastered in the process of language communication: first, a student learns the words, expressions, language formulas and then begins to understand what they represent in the grammatical sense. The goal is to teach students to speak a foreign language is not only freely, but also correctly.
The rules, the meaning of new words are explained by the teacher with the help of the vocabulary, grammatical structures and expressions familiar to the student, with gestures and facial expressions, drawings and other visual aids. Computers with CDs, the Internet, TV programs, newspapers, magazines can also be used. Everything is done to the awakening of students ' interest in history, culture and traditions of the country of the studied language.
At the lessons of a foreign language a teacher creates situations in which the students communicate in pairs with each other in groups. It makes the lesson more diverse. As a team, they show speech independence. They can help each other; successfully use the statements of the interlocutors for correction.
The teacher in the classroom assumes the functions of the communication organizer, asks questions, and pays attention to the original views of the participants, acts as an arbiter in the discussion of controversial issues.
The difference of communicativeness that is specially customize for active vocabulary and study grammar teaching texts, dialogues in it as the main technique is used to simulate real-life situations that are played in the classroom to arouse students maximum motivation for speaking. So, instead of endlessly repeating common phrases from the textbook students study the topic "Acquaintance" and begin to ask and discuss their questions.
The basic issues which students are familiar with in their native language are discussed: this enables them to focus on the development of communication skills, the ability to use the language spontaneously. They prefer the topics to be "burning" either associated or connected with the students' lives or with all aspects of modern life (ecology, politics, music, education, etc.). In Western textbooks, you can hardly find such "topics" at the Upper Intermediate level, as "Shakespeare's biography" or "The nuclear sciences". "Bookish" and "scientific" styles are used only at senior levels.
Unlike the audiolingual and other methods which are based on repetition and memorization, communicative method sets the exercise with "an open ending": the students do not know what the result of their activities in the class will be, everything will depend on reactions and responses. New situations are used daily. Thus the teacher supports the students' interest to the classes because everyone wants a meaningful way to communicate on a meaningful topic.
Most of the time in class is speaking (although reading and writing is also paid attention to). In this case, teachers talk less and listen more, only directing the activities of students. The teacher sets up the exercise and then having "warmed up" the students,
fades into the background and acts as the observer and arbiter. It is preferable to use only the target language.
The communicative method is to imitate the learning process of communication. It is based on the fact that the learning process is a model of communication but the basic parameters are adequate, similar to the real process of communication.
Everything said above about the communicative method of foreign language teaching suggests that a focus of study in this case is foreign language speech activity. There is a clear separation of the verbal skills of speaking, and suggests exercises for their consistent formation in this method. All this in turn suggests that the communicative method of teaching to speak is seen by E.I. Passov as an activity type of teaching.
The mastery of foreign language communication, even to the limited extent is a multi-layered process which has many aspects. As for the communicative competence acting as the desired learning outcome is a complex phenomenon.
The effectiveness of foreign language communication depends on the ability to take into account the cultural characteristics of the country's interlocutor, to foresee the course of conversation, to have the ability to change the tactics of communicative behavior in non-standard conditions or to change the situation of communication. In one word, the level of intercultural competence formation is the key to the problem. Learning of the foreign language communication should be aimed not only at the process itself but also at the result of the dialogue. So that to be not only competent but also productive. The skillfulness in foreign language communication should be a mandatory component of professionalism.
The expansion of international contacts have shifted the emphasis in teaching of foreign languages from learning lexical and grammatical aspects of the language to reading the special literature on training foreign language communication, as demonstrated by a number of studies of such outstanding researches as L.V. Makar and T.N. Astafurova (Astafurova, 1997).
The country has established the theoretical basis of communicational oriented teaching of foreign languages in the context of the cultural dialogue by V.V. Safonova, the technologies are developed and tested for the actual implementation of the communicative, social and cultural approaches in contemporary documents, subject curricula and textbooks by E.I. Passov and V.V. Safonova.
Problems of stimulation and motivation for the learning of any foreign language using entertaining materials and game methods of teaching which can be found in the scientific studies of many Russian scientists such as S.T. Zanko, E.I. Passov, P.M. Jacobson and many others. One of these methods of learning a foreign language is a playing method.
Game is an integral part of human life. Johan Haizing in his book "Homo ludens" ("A Playing Man") reflects on the play role in the life of the individual and in the life of the entire human civilization. There is a huge variety of games: athletic, smart, puzzles, computer and others (Hutchinson, 1991).
Role-playing games entered our life relatively recently. A role-play simulates real life, real professional activity. It allows participants to experiment the situation in the game, check the different ways of behavior and even make mistakes, which in reality cannot be afforded.
Today many teachers are looking for a variety of constructing forms for the new training sessions that differ from the standard ones. Daily a teacher faces various situations in which he cannot be just a performer but in each separate case must make his own decisions, to be the creator of the educational process. Among the various active methods which are used in educational practice, I want to highlight the role-play, as it activates students' mental activity.
Role-plays are built on the modeled life situation basis. With the help of the games the creative potential of each student is revealed. The experience of the role-plays has
shown that its process influences the exchange of ideas, information more intensively; it encourages participants to the creative process.
The usage of role-playing games is most obvious when we are talking about different aspects of communication. Role-play is a highly verbalized procedure; one of the critical remarks against it actually regarding its excessive dependence on linguistic abilities. It is ideally suited to any linguistic activity: the study of languages, literature, and social skill training. Acting out the scenes, especially the situations from everyday life in which the new vocabulary material is involved, students have the opportunity to use the language in a relaxed and entertaining manner. The development of language skills does not necessarily limit the foreign languages; using this technique can be improved and speaking.
Psychologists have proved that the game "justifies" the transition to a new language. It is interesting for the student and at the same time is a kind of work and analogue language exercises for teachers with the help of which the skills of all kinds of speech activity are developed. Recently, the aim of university education was to develop skills and abilities, and now there is a great demand for a new type of person who has five competencies: social, tolerance, communication, information and that very competence realizing the desire of people to learn all life. During the research it was found that the game has such a feature, as universality. The usage of game devices can be adapted to different goals and objectives. Game devices perform a variety of functions in the process of development of the individual student, facilitate the learning process, help to assimilate increasing of every year material, thus, developing the necessary competence unostentatiously.
The most extensive work on language occurs with high school student socialization during role-plays as it contains the relationship between people and people with a variety of organizations. Games are divided into linguistic and communicative. Sometimes it is impossible to differentiate them because in practice, the purpose of language games for students would be the implementation of communication. The game helps to train both types of oral and written speech practice. Nonverbal means of communication training belongs to the other sphere of language study such as cross-cultural communicating teaching material. Options of cross-cultural communicating games can be divided into 3 groups: games which introduce students to the cultural products; games aimed at studying the behavior of the native-speakers, their traditions; games that reveal the cultural values of different peoples.
The student learns to work independently, using different sources of information and new technologies. Thus, the elements of role-plays and communicative one facilitate the process of socialization, as games include not only competitive moments but also collaboration, partnership (social competence). The game tasks are prepared by students for oral and written communication simultaneously (communicative competence). Games help to realize the student a desire to learn more, develop the ability to solve the task independently, organize his work, to give his own assessment and self-esteem, the ability to compare, classify, select the main and filter out secondary information, to use additional material (informational competence). So it can be concluded that all five competencies of modern man can be developed with the help of games.
It is obvious that the formation of speech skills should go in conditions as close to those which may arise during the natural communication, and the learning process should be based on a system of communication problems by means of linguistic material. Means of pedagogical management of educational activities are communicative task with which the teacher invites and engages students in creative activities.
The game creates the ability to take independent decisions, evaluate your own actions, the actions of others, encourages to analyzing your knowledge. The main requirements for the game and the conditions of its implementation are:
- psychological requirements. Educational game should have relevance and have a personal meaning and significance for each of the participants. As any activity, game activity should be motivated, and students must have a need for it.
- pedagogical requirements are as follows: using the game as a form of (means methodological procedure) training, the instructor should be sure in the appropriateness of its usage. He should determine the goal of the game in accordance with the objectives of the educational process. Role playing should be a system, which implies a certain sequence and its gradual complication.
Game technology of role-play training is essential as it:
- allows you to move from the development of foreign language communication to its self-development, as the students learns to define themselves in a situation, to choose the means and methods of communication required to the language (lexical, grammatical) and legal material;
- provokes emotional response of students, forms and develops a creative, relaxed state of the individual, provides emotional recharge, creates a state of intellectual vigor.
- carries out a formal communication to the personal plan, promotes education and personal qualities of the person;
- almost immediately shows the result of learning; it forms conditions for individual creativity which are realized through the collective creativity;
- changes the role of the teacher, who out of the knowledge translator becomes a co-author in the formation of the student's personality;
- contributes the lasting, interesting important socio-cultural information, strategies, behavior and ethics of communication to the students' mastering because the nature of the game teaching method involves the process of design, modeling and discussion;
- it is the optimum system for the training and formation of speech and language skills of foreign language speech activity;
- it is ideal for checking the degree of language formation (lexical, phonetic), and language skills;
- allows students to develop thinking, not simply reproducing acquired knowledge but using them in a practice-oriented activities;
- makes the student an active participant in the learning process;
- a productive technology for the creative problem solutions having the communicative nature;
- provides psychological comfort, liberates the learner, allows him to hide behind the role-mask. It includes creative thinking, the scope of intuitive, unconscious, improvisational, and can be considered a productive communicative bridge to spontaneous unprepared speech (Orlov, Tadtaeva, 2014).
One of the effective ways of the communicative competence formation through enhanced educational technology is role-play allowing just to turn the process of foreign language learning into the students' future employment model.
In foreign pedagogy the term "role-play" means:
- a kind of exercises that simulate role-based communication;
- the shape of playing short scenes;
- a verbal learning task indicating mock situations to address specific learning problems;
- the acceptance of free student's improvisation within a given situation;
- a form of practical training which is a simulation of anticipation and real-life situations;
-simulation (modeling, playback), an indispensable element of which is the resolution of the problem (Ter-Minasova, 2008).
The analysis of Russian and foreign literature has allowed us to determine the nature of role-playing as social simulating real life. Role-playing is a simulation of employment state as well as certain aspects of life. Participants in the game do not bind the absence of real physical instruments and means of simulated operations. They are replaced with the imagination. As a result, the role play develops imagination and creativity (Alapieva, 1999).
Comparing role-plays with the traditional forms of foreign language learning, it can be concluded that the role-plays have a number of advantages:
1. A higher level of communication is achieved in the role-plays than in the traditional learning, as a role-play involves the implementation of specific activities (discussion of the project, participation in the conference, discussion with colleagues).
2. Role-play is a collective activity which implies the active participation of the entire group and each group member.
3. Fulfillment of different tasks leads to concrete results so that the trainees have a sense of satisfaction from the joint action, the desire to formulate and solve new problems.
4. Role-plays develop the skills formed to establish contact; correct perception and evaluation of the partner as a person; develop a strategy and tactics of communication selecting the most suitable shapes and means (Tadtaeva, Zangieva, Tsirikhova, 2015).
The improvement of the professionally-oriented students' skills is carried out through the game which is a simulation model of partners' communicative interaction. Moreover, the game is a form of imitation where the conditions simulate the atmosphere of the future professional work, thus, the players develop or improve professional skills and orientation.
During the role play an active conjunction of students' skills happen with the social and cultural reality of the target language which contributes the formation and development of durable knowledge and skills. But creative and spontaneous speech develops only in a role communication situation.
Role relationships are not interchangeable. Communicants may be carriers of the same social roles (for example, a student-a student). Then the communication is directed to the development of skills to discuss problems in the overall social context. Another aspect of the role relations is that the communicants are carriers of various social features (superior-subordinate). In this case, the verbal behavior of a partner is already built in accordance with the role of the partner and his status.
During the business course training of foreign language the role-plays can be widely used for professional practice training because they meet the task of developing professionally oriented activity or speech abilities in the course of action better. As a result it helps the person to make the decisions in different tasks.
Role play is a speech activity during where the students are invited to fulfill a role in which he will look for the possible solutions. Here the student is not free in his or her opinion or personal views on the issue he should choose and play a role.
A game method in the study of foreign languages and training opportunities has been known for a long time. If you use role-playing games you are sure to achieve the revitalization and systematization of the educational process developing creative abilities of students, their logical thinking, and the ability to work collectively. The game is based primarily on the communication of its participants, their ability to express their views and defend or change their point of views with the dialogue partner. In non-linguistic high school establishment role-play is an additional tool for the formation of future specialist, his professional and personal qualities.
By M. F. Stronin's definition, "a game is a kind of activity in terms of situations aimed at the reconstruction and assimilation of social experience which develops and improves self-management behavior" (Stronin, 1994).
By the nature of the pedagogical process games can be divided into educational, training, monitoring, summarizing types. If we look at the game in terms of game-play techniques, they can be classified into narrative, role, business, imitation. In our learning process we often use the role and business games. According to A.A. Verbitsky, a business game is a creative act in a form of recreation and objective social content of professional and other activities, systems modeling relationships. Personal development of the future professional specialist in the game is carried out by two types of rules of subordination: the competent substantive action and social relations in the team by achieving the didactic and educational tasks. The same thing can be said about the role-play, in the creation of which it is necessary to formulate and solve the same problem (Verbitsky, 1991).
We know that role-playing game technology includes several stages. They are a stage of preparation, and then the game itself and the stage of analysis and synthesis. The success of role play depends largely on the preparatory phase, so you first need to determine the subject, the purpose of the role-play and its intention to develop a detailed scenario, identify the problem, and enter the role of the participants in the game.
Talking about this problem Gillian Porter Ladousse notes that one of the most important principles of a role-playing game is the driving force which helps to deploy the game model. The solution contributes to the development of thought processes, organization of joint students' activities and communication of all its participants. Game developer should provide the system of tasks, situations, containing contradictions mutually exclusive information, the conflict should be resolved. However, the same function can perform the behavioral contradictions of the game participants in the following situations: different characters, mood, individual behavior, and others (Gillian Porter Ladousse, 1996).
The bank of game situations and role-playing games created at the Department of Foreign Languages in the Finance University under the Government of the Russian Federation over three years, includes role-playing games such as "An open day at the institute", "Protection of the business enterprise design", "My career", " TV program on service", "The best quick-service cafe project", "The best manager" and "The best technologist". All of these topics are closely related to the students' future profession. Despite the fact that the technique of creating a role-playing game, its planning, principles and stages are well developed, each time designing a new role-play requires a careful approach, the study of subject content, the search form of it, methodical equipment and system evaluation of each participant. In our opinion, the most difficult is staging the problem that students can decide at the particular stage on the basis of their language training and professional knowledge, and to find the optimal combination of regulations and the role of participants' spontaneous behavior.
According to this fact, the training and methodical complex are being developed, consisting of: 1) the program; 2) training and methodical manuals on cross-cultural communication "United Kingdom" in the form of multimedia presentations; 3) the textbook "Business English"; 4) workshop on business communication and training "Active Forms of Learning."
All course content is aimed at developing students' subject skills, the development of relevant professional and personal qualities. It must comply with the principles of functional and role professional activities, promote a positive attitude to the study discipline and the development of interest in the future profession. Functional and role construction of the content allows us to formulate a system of professional knowledge and ways of life subject that requires proper training and methodological support and the use of all available methods and tools for teachers including educational games, business situations, discussions and others.
The choice of topics and sequence of study we perform are based on the themes of the work program. Here is a list of topics that are used in the training and methodical complex (TMC):
I. A manual on regional geography and culture in the form of multimedia presentations: "United Kingdom"; The Economy of England", "London and its Industry"; "Customs and traditions of the Englishmen"; "Culture and Art of the country the language is spoken"; "Education", "Holidays", "English food", "English Brands"; "The Banking System of England", "Types of English Organizations";
II. Textbook "Business English": a trip abroad; business meeting; business trip; rules in writing business and personal letters; filling of questionnaires and application forms; annotation and abstracting business records;
III. Workshop "Educational Role-Plays" contains games aimed at the development of communicational skills to communicate with foreign friends:
a) the 1st course: personal presentation; education. Institute; "Travelling around the UK and the USA", "Meeting foreign guests";
b) the 2nd course: "Political system of Great Britain and the United States", "Russia", "Visits, business meetings"; "Conference", "Teleconference"; "Auction" and a great variety of imitation and simulation games.
The overall structure of the program consists of three main elements: 1) an explanatory note (basic educational techniques, educational objectives, background science teaching positions are defined); 2) learning content (the main themes, ways for generating the special skills); 3) guidelines (assessment of knowledge and skills necessary for intercultural competence of students).
The achievement of the program goal is carried out by solving the following problems:
1) the creation of conditions for the formation of intercultural competence of students;
2) the formation of cultural concepts and readiness of the student to master the world of another culture; implement social and cultural development of students in the process of foreign language learning;
3) the formation of business communication culture bases;
4) the students' familiarizing to the cultural values of the country and the language is spoken.
The content of new quality indicator learning serves its cultural direction determined by: the importance of regional information to improve motivation and cognitive activity of students; the importance of cultural business communication; focus on students' personal development (Lee, 1996).
The subject method has always been the question of how to act in order to achieve certain results in the mastery of a particular activity. The basis of our methodology to be considered the development of students' intercultural competence by introducing a system of traditional teaching methods and active forms, such as gaming which may increase the effectiveness of foreign language mastering to form cultural personality rights.
This method includes:
1) the selection and ordering of methods, techniques and means of communicative development of students;
2) the definition of the forms and methods of the communicative interdisciplinary integration. Each lesson is built as communication, dialogue, as close to the natural conditions of communication as possible. For this purpose, we use the following methods of study: language and speech exercises; didactic, subject-role-playing, problem situations; widespread use of games, travel; consistent and purposeful introduction of materials leading to a culture of business communication.
From our point of view, the technology and the organization of training games must meet the following requirements:
1) to consider the communicative approach to the teaching process;
2) to organize activities to prepare teachers for the game.
Regarding the parameters of the gaming activities they should be the following according to our point of view: the didactic potential of the game; speaking skills; communicative orientation; social form, rules of conduct and didactic equipment. Didactic potential of the game is to combine communicative and cognitive aspects of learning.
Therefore, it seems appropriate to consider the game from the standpoint of criteria such as:
a) the formation of abilities in one or another form of speech activity;
b) the development of students' personal qualities.
A very important parameter is the social form of the game. They are: a) an individual, b) a pair; c) front, d) group form of social interaction. The stimulating nature of the game is equally inherent in all its social forms. At the same time the group-play and pair forms of social interaction are projected to create conditions for authentic communication, which is of particular interest to us. Didactic equipment game involves providing participants with the necessary means. In our teaching and methodical materials you can see a workshop containing educational games, some of which are business role-plays in the form of multimedia presentations. They are: "Auction", "Scientific conference", "Space bridge". Such games are aimed at the development and consolidation of professional skills, and in general contribute to a culture of business communication. Structurally, these games include: the availability of model-driven systems, reflecting specific social and economic environment (a firm or an enterprise can become such a model in a role play); the roles; different directional objectives of participants in the game, performing certain roles; cooperation roles; alternative solutions; the group or individual evaluation activities of the game participants.
As you can see, role-playing games is a form of training for a given scenario, which requires not only exploring the material but also the occurrence of a specified image.
In general, the technology and the communication game organization include the following stages:
a) it describes the potential of the game in terms of the didactic and communicative appropriateness of its use during the foreign language in the classes;
b) it differentiates the game by type of speech activity;
c) it helps the teacher in the effective organization of the educational process.
The role-playing game "Job Interview" was developed and conducted in the course
of "Business English". This theme is not accidental, since it allows you to combine and work purposefully on subthemes such as: "The Company and its structure", "Professions"; "Choosing a career", " Job hunting", "Advertising, adds for jobs", "Resumes and CVs", "Talking on the phone with the employers" and "Filling out the application form for a job". The final game compositionally has several stages. The finishing one was the creation of a recruitment situation, interviewing candidates to fill this position with the commission members.
According to the scenario, young people in search of work are sent to the "Employment Service", where they are able to obtain full information in the form of advertisements, brochures about the vacancies at the moment. The applicant receives the decision and viewed from a variety of offers to choose the necessary one. To make the chat correct at this stage in the game situation the students have to include the discussion of the problem with the consultants, with their friends, with family members.
Nowadays, it is also very important for students to have the skills for a well-written job resume. In this case, the applicants must first submit the documents filled out by all
the rules. In particular, the resume which is one of the most effective means of job search. It contains the necessary and sufficient information about the author: his personal data, education, work experience, additional information. Thus, it is the original personal card with the background information in it. While studying this topic the students' attention was drawn to the fact that the summary should be brief and clear, well-structured, designed in a business style, with an emphasis on their achievements in their working experience. Nevertheless, a good resume does not guarantee getting a job; however, it can cause a potential employer to invite you for an interview.
Interview is the main part of the role-playing game, where the major problem is the situation of having several candidates for the same position. Be aware of the information contained in the summary, members of the committee clarify some of the data, asking questions related to the future work, psychological issues, and others. Of course, in order this stage of the game could not only be held but it was also interesting, the participants should make a lot of effort in its preparation. Based on the answers, discussions of each applicant, the commission members take concerted collective decision, taking into account not only the education, work experience of the applicant but also his or her knowledge of foreign languages, computer skills, driving license.
Thus, taking part in role-playing games, the technology of which is developed by the teachers, the students gain experience in the game as the interaction and the role of verbal behavior and the ability to analyze, extend and modify the game situations. Attracting students to the preparation of methodical maintenance and development of role-playing cards allow diversifying and intensifying the vocabulary work.
Thus, the modern language formation covering huge number of people studying foreign languages at the most various levels offers quite a wide range of methods and technologies, which can be used for foreign language training.
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