Subject and method of statistical physical and thermodynamics

Chapter 1 Theoretical and pedagogical conditions for using a role-playing game as a means of forming communicative competence
1.1 The role and importance of role-playing in the formation of communicative competence

Currently, the use of role-playing games in a foreign language lesson to simulate a real communication situation is of great interest. The method of teaching foreign languages has been going to the role-playing game for a long time. Instructions like “read in roles, act out the dialogue ( Role - play the Dialogue )” can be found in all foreign language textbooks.

role play play ) is defined by some authors as the student's spontaneous behavior, his reaction to the behavior of other people participating in a hypothetical situation, by others as a technique in which the teacher must freely improvise within a given situation, acting as one of the participants.
At present, the idea of using role behavior has been reinforced by a theory called “the theory of social roles”, developed by sociologists and sociopsychologists such as T. Parsons, T. Shibutani, R. Lipton. Supporters of this theory believe that the relationship of the individual with the environment is manifested in the fact that the individual uses several social roles: for example, in the family - the role of a parent, outside the family - the role of a teacher, doctor, etc.
These roles in society determine the verbal and non-verbal behavior of a person. The concept of a social role is thus an element of social relations: the environment acts in relation to a person as primary socialization. In it, he assimilates the social experience fixed in the language. Natural social roles in the educational process are reduced to two: teacher - student. Therefore, when using a role-playing game as a means of learning, one should speak of “secondary socialization”, imitating the first in its most essential features. Social roles within the framework of secondary socialization are inevitably artificial, conditional (for example: imagine that you are a doctor, salesman, reporter). The measure of convention can be different: reincarnation in real people, in literary characters, heroes of fairy tales, etc. sometimes a role-playing game is in the nature of an assimilation, i.e. situations are played out typical of the environment (doctor and patient), and sometimes it can be more theatrical: with conflict, climax and denouement. But the element of conventionality is inherent in all types of role-playing games [14].
From this point of view, a foreign language lesson is seen as a social phenomenon, where the classroom is a certain social environment in which the teacher and students enter into certain social relations with each other [5].
Social (role) relations are usually divided into symmetrical and asymmetric (see Figure 1.1).