Content Introduction

Content

Introduction

Chapter I. Theoretical foundations for using the game in foreign language lessons
1.1 Linguo-psychological characteristics of writing as a type of speech activity
1.2 The role, place and functions of the game in teaching a foreign language at the middle stage
1.2.1 Definition of play as a human activity
1.2.2 Game features
1.2.3 The role of the game in a foreign language lesson
1.2.4 Using the game
1.3 The problem of increasing motivation during training at the middle stage
Chapter II. Experimental approbation of the use of the game as a means of increasing the effectiveness of teaching a foreign language at the middle stage
2.1 Methods and forms of increasing motivation
2.2 Description of games and analysis of results
Conclusion
Bibliography
Application


Introduction

The urgency of the problem. The main goal of teaching foreign languages ​​is considered to be the formation of the ability and readiness for intercultural interaction. In the age of information technology, when the ways of communication in the economic, political, financial, cultural spheres are radically changing, namely: from direct communication to interaction and decision-making via the Internet, knowledge of foreign languages ​​becomes vital.

One of the most serious problems of today's school is the drop in students' interest in the educational process, including in a foreign language.
No declarations about the need to speak a foreign language, reproduced a thousand times in state programs, are not valid. The main reasons for this situation include the following: the lack of a language environment, when teaching foreign language speech activity is carried out in artificial conditions; the lack of development of some methodological issues that are directly related to the new learning conditions. The main one of them is the question of the formation of motivation, i.e. positive attitude of schoolchildren to a foreign language as an academic subject.
Features of the general motivation of educational activity are highlighted in the works of L.I. Bozhovich, E.P. Ilyina, V.I. Kovaleva, A.K. Markova, M.V. Matyukhina.
It is a well-known fact that the results of a person's activity depend only 20-30% on his intellect and 70-80% on the forces that drive him, i.e. from his motives (V.N. Myasishchev). Specialists in the field of foreign language learning (I.L. Bim, N.D. Galskova, I.A. Zimnyaya, E.I. Passov, G.V. Rogova) note that the level of motivation in learning a foreign language is low. This is due to the specificity of the subject.
A foreign language, being both a goal and a means of learning at the same time, does not give a person direct knowledge of reality, unlike other educational disciplines, which reduces the value attitude to a foreign language. In addition, a negative attitude towards a foreign language has developed in the public mind as a very difficult subject that cannot be mastered within the framework of the school curriculum. The problem of motivating students in a foreign language was developed in the studies of S.T. Grigoryan, I.A. Zimney, F.M. Rabinovich, G.V. Rogova, T.E. Sakharova. However, basically, they developed various technologies for activating cognitive interest in a foreign language. Thus, the motivation of students in a foreign language has not yet received a sufficiently constructive theoretical and pedagogical development.
It is necessary to search for new, not yet used, sources of motivation.
It is this need that determines the relevance of the problem of developing effective ways and means of increasing motivation to learn a foreign language.
Object of study.
The object of the research is the process of learning French at the middle stage.
Subject of study.
The subject of the study is the use of the game when working on the formation of spelling skills, as well as the construction of a French sentence at the middle stage of teaching French.
Research objectives.

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  To develop, substantiate and experimentally test the effectiveness of the game as a way to increase motivation for learning a foreign language.
  

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  To identify the conditions for the effective use of games for the means of developing writing skills in foreign language lessons.
  

Research objectives.

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  To study scientifically methodical literature.
  

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  Pick up games for learning writing.
  
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  Experimental approbation of the technique of using the game as a means of increasing efficiency in a French lesson.
  

Hypotheses. The hypothesis of our study is: The use of elements of the game allows you to increase the effectiveness of learning spelling, as well as the formation of skills in building a French sentence at the middle stage of learning.
Practical significance. The games presented in this work can be used in teaching spelling in French lessons.
Work structure.
The work consists of: Introduction, Chapter I, Chapter II, References, Applications (games that can be used in French lessons)