Statement of intent literature review procedures and process

TYPES OF EDUCATIONAL GAMES

For most teachers and pupils, it is known that educational games in the learning process have been and are one of the most effective and frequently used, flexible and universal techniques and methods of teaching a foreign language. Their goal is to develop the skills and abilities of pupils in the learning process in order to make them the most successful and to form motivation for learning.
In order for educational games to become a productive method of teaching, in which students are given the right to solve problems in a comprehensive and detailed manner, both practical and developmental, educational and educational in nature; in this case, the teacher should carefully, methodically and in detail think through and organize work with the class.
According to O. Dann, the educational game in the system of traditional education performs several functions (O. Dann 2011; 2):

1. 
   Motivational - motivational (motivates and stimulates cognitive and educational activities);
   
2. 
   Educational games promotes the acquisition of knowledge, as well as the formation and development of English language skills in specific communication situation;
   
3. 
   Upbringing (has an impact on the personality of the student, expanding his horizons and developing his thinking, creative activity, etc.);
   
4. 
   Orienting (teaches to navigate in a specific situation and select the necessary verbal and non-verbal means of communication);
   
5. 
   Compensatory (compensates for the absence or lack of practice, brings the curriculum closer to the conditions of English language proficiency in real life).
   

According to the goals and objectives of teaching, educational games used in English classes can be divided into aspect and speech.
Language games help students learn various aspects of the language (phonetics, vocabulary, grammar, syntax, stylistics), can be divided into phonetic, lexical, grammatical, syntactic, stylistic.
Speech games are aimed at the formation of skills in a certain or certain types of speech activity. Obviously, each type of speech activity will correspond to a certain type of educational game, that is, here we are talking about games that are aimed at teaching various types of speech activity.
According to the form of conducting, there are subject games, mobile games with a verbal component, plot or situational, role-playing, competition games, intellectual games (puzzles, crosswords, chain words, charades, quizzes, etc.), interaction games (communicative, interactive).
In order to form pupils' communicative competence, it seems legitimate to use individual play in combination and alternation with other social forms.
The group form is a game of three or more trainees. In the methodical literature, role-playing and business games are usually called group games.
Group play most fully meets the specifics of natural communication, and therefore its use in English classes can become a condition for the formation of interpersonal communication skills and abilities of trainees.
Typical signs of the group form of the game are the interaction of students with each other and the lack of direct contact with the teacher. Depending on the structure, a group game can be a team game and a game in small groups.
The use of the latter is the most justified due to certain advantages: first, it develops a general readiness participants are ready for training, as it organically includes individual, paired and frontal forms of social interaction and, secondly, the micro group itself acts as a training reserve for each participant, since at a certain stage of work, the partners in the game interact in such a way that they carry out mutual learning.
Games are aimed at forming skills in a certain or certain types of speech activity. Obviously, each type of speech activity will correspond to a certain type of educational game, that is, games aimed at:

• 
  Listening training;
  
• 
  Teaching monologue speech, dialogic speech;
  
• 
  Learning to read;
  
• 
  Learning to write.
  

In the lesson, there are not always real conditions necessary for communication within a certain topic. Therefore, it is necessary to create artificial conditions, as close as possible to natural ones, which will stimulate students to appropriate and characteristic speech utterance and behavior in this situation.
The game carries a considerable moral principle, because it makes the work - mastering the English language - joyful, creative and collective. After all, the purpose of the game learning method is to promote the development of speech skills and abilities. The ability to show independence in solving speech-thinking tasks, quick reaction in communication, maximum mobilization of speech skills - characteristic qualities of speech skills - can be manifested during the games.
The material presented in this chapter helps to conclude that currently there are a large number of educational games that are given by the teacher when learning new material as well as educational games help students overcome their embarrassment, their fears.

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