Samarkand state institute of foreign languages Faculty of English philology and Translation studies

Role play is revealed as a reflection of the social realm

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  • Rather than single motions, role plays consist of a series of actions (such as at work, writing, or drawing).
  
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  A game, like every other human activity, is social in character, so it varies with the historical conditions of human life.
  
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  A game is a manipulation of knowledge, a means of refinement and enrichment, exercise, and the way of development of cognitive and moral faculties and powers of a child
  
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  In the extensive form a game is a collective activity. All the players are in a relationship of cooperation.
  

This means the game is as follows:

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  Images of speech, feelings and behaviors of a youngster are used to convey knowledge about people, their relationships, and their actions. methods of action with specific objects under certain conditions;). It is a characteristic of games that moral judgments and feelings that appear in assessments of good and negative things about the advantageous and disadvantageous behaviors of individuals. The game offers a terrific chance to study as well. Think about what they are.
  
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  • The most precise model of communication can be seen in a game. because its fundamental components entail mimicry of reality. For this reason, psychologist V. Artemov recommended that when teaching a foreign language, one should "learn from the theater." The verbal and nonverbal conduct of the partners is intricately entwined in games, just as it is in real life.
  
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  The game has great potential motivation. Intercourse is not possible without motivation.
  

However, in educational terms is not easy to evaluate a motivation to speak The difficulty lies in the following: the teacher should describe the situation so that there was an atmosphere of communication which, in turn, causes the inner need of students to express thoughts. "Psychologists insist on the thesis: "Let them (students) say what they want to say." In conditions of foreign language communication, it is very important that students were able to express their thoughts as they want. Language support (vocabulary and grammar material, skills in using it) often overshadows the very purpose - students 'and teachers’ communication.
The game encourages collaboration and teamwork among academics. The game features a group of pupils, who must work together cooperatively as if they were contemplating each other's reactions and offering assistance to one another (the game can be based both on dialogue and the basis polylogue). It is crucial to consider the linguistic skills of the students. Because of this, pupils with less preparation can eventually get over their shyness and humiliation and become completely integrated into the game. Thus, the game can be seen as an organizational form that promotes the development of a cohesive team in the appropriate context, and this is where its educational value lies.