Роль игровых технологий как инструмент в формировании коммуникативных компетенций студентов медицинского колледжа
статья

The role of game technology in foreign language classes as the formation of communicative competencies of medical college’s students.

Dagdancha Irina Gavrilyevna,

Teacher of English in Yakut medical college, postgraduate of NEFU

Tulasynova Nadezhda Yuryevna

Associate professor, Candidate of Sciences in Pedagogy, NEFU

Abstract: This article is devoted to game technology as the formation of communicative competencies of medical college students. Authors share with their experience of formation students` communicative competencies on the example of game technology.

Key words: communicative competence, education, game, game technology.

It is known that the goal of the course "Foreign Language" in secondary vocational education is the formation of foreign language communicative competence of a future medical specialist, allowing him to use a foreign language as a means of professional and interpersonal communication, the student must be able to communicate not only on professional, but also on everyday topics.

A significant role in teaching foreign languages ​​belongs to the use of game exercises. The game has educational, entertaining, communicative, relaxing, psychological, and developmental functions. The game can be used both in a group and in an individual form. They allow you to liven up the atmosphere, help to learn more about each other, make the lesson more fun. The game has not only an educational character, but also a control one. Thus, the teacher checks and controls how much the student has mastered the educational material.

In our practice, we use various types of game technologies. Below we will look at examples of games in foreign language classes at the State budgetary professional educational establishment of Sakha Republic (Yakutia) "Yakut Medical College is named after Vongrodsky".

1. In the first class, when the students do not yet know each other, we play the game "Find someone who?" ("Guess who?"). Sheets of paper are handed out on which sentences with gaps for the name are written, where the students must use questions to find out, for example, which one has been to China, who does not drink Coca-Cola, etc. Thus, the students learn about each other, remember names, a friendly, benevolent atmosphere reigns, and the teacher also finds out the students' level of foreign language proficiency.

... plays the guitar.

... never drinks Coca-cola.

... have never been in China.

2. The game "Snowball" is familiar to everyone. It can also be used to introduce the students to each other in the first classes. The students stand in a circle, and they must say adjectives based on the first letter of their name. Each subsequent player names words, expressions of all previous players, adding their own. You can also go around the second circle, only backwards. The game develops memory, oral speech of the student. You can also conduct a game on professional topics. The principle of the game is the same. They name words, phrases from the topic, for example, the topic "The first aid".

3. Game "Ask the question". Everyone sits in a circle, the teacher asks questions to any student, for example, on the tenses of the English verb. The student answers the questions, then he asks questions to another student, and so on in order. You can use a ball in the game. Thus, there is an understanding of foreign speech, the ability to ask questions and answer them.

4. "Stickers" - this game is also familiar to everyone. Students sit in a circle. Sticker cards are prepared in advance for each student with the names of famous people. They put them on medical caps, thereby not seeing whose name is written on them. Students should ask general questions on the topic: "The parts of the body. Description of appearance" and guess what is on their foreheads. Questions can be of the following type: Am I a man/a woman? Am I tall? Have I blue eyes? etc. If the answer is "Yes", the student continues asking questions. If the answer is "No", the turn passes to the next participant. If there are difficulties in guessing a particular person, then classmates can help with hints from the life of the person he or she is guessing.

5. The next game is "What am I?" This game is conducted on the topic "Inner organs". Cards with the names of organs are prepared. The leading student takes a card, the others should ask questions such as whether a given organ is located in the chest, whether it belongs to the nervous system, etc. The leading student should only answer "yes" or "no". Questions are asked until the card is guessed. Students develop the ability to ask questions and understand medical speech.

6. Puzzle "Skeleton". The puzzle consists of 54 elements. The image of the skeleton is on one side of the puzzle, and the names of the skeleton bones in English are on the other. Students should know the terms in English on this topic. When the puzzle is finished, turn it over to the back side. If the mosaic is assembled correctly according to the names of the bones, then the image will also be correct. The game can be played both in a group and individually.

7. Game "Tic tac toe". The principle of the game is to test the students' knowledge of any topics or sections. The group is divided into two teams: "crosses" and "toes". We divide the board into 9 equal parts (categories), in each we write down the topics (if they are repeated, they can be written with numbers, such as "Body parts 1", "Body parts 2", etc.). Students choose the category for which the question is asked. If they answer correctly, we put the corresponding team sign, for example, a cross in this category. If the students answer incorrectly, then we put the opposite sign, for example, a zero.

The success of using games depends on the atmosphere of the necessary verbal communication that the teacher creates in the group. It is important that the students get used to such communication, get carried away and become participants in this process together with the teacher. Confidence and relaxed communication between the teacher and students, arising due to the general game atmosphere, disposes students to serious conversations, discussing any real situations, since a foreign language lesson is not only a game. We are convinced that the use of the game method of teaching contributes to the development of cognitive activity of students in learning a language. The game makes the process of mastering a foreign language joyful, creative and collective. After all, the goal of the game method of teaching is to promote the development of communication skills and abilities. Thus, game technologies contribute to the repetition of educational material, the creation of a favorable psychological climate not only in the group, but also with the teacher, increasing interest in the foreign language, and also prepare the student for this or that speech activity.