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CONCLUSION
The purpose of this study was to determine the place of role-playing in the process of forming communicative competence in foreign language lessons in high school.
After analyzing the possible theoretical approaches to solving the problem of the formation of communicative competence through the use of a role-playing game in foreign language lessons, we can conclude that the hypothesis put forward at the beginning of the study was confirmed in practice, i.e. the systematic use of role-playing in foreign language lessons contributes to the formation of students' communicative competence.
This course work describes the role and importance of role-playing in the process of formation of communicative competence, its types, properties, functions, as well as the technology of its implementation.
The task of the teacher is to find the maximum of pedagogical situations in which it will be possible to realize the child's desire for active cognitive activity. The teacher must constantly improve the learning process, which allows children to effectively and efficiently assimilate the program material. Therefore, the use of role-playing in foreign language lessons is extremely important.
The role-playing game helps communication, promotes the transfer of accumulated experience, the assimilation of new knowledge, the correct assessment of actions, the development of communication skills, memory, thinking, imagination, emotions, qualities such as collectivism, activity, discipline, respect. In addition to the fact that role-playing games are of great methodological value, they are interesting for both students and teachers.
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