ROLE PLAY AS A MEANS OF DEVELOPMENT OF ENGLISH COMMUNICATION COMPETENCE OF MARINE STUDENTS

Abstract

The main components of role play as a means of developing English-language communicative competence of students of maritime free economic zones are considered in the work. Role play, today, is an integral part of the educational process, as it contributes to the fact that students' speech becomes more meaningful, reasoned, more complex in the structure of language and speech material. Educational communication becomes more communicativeoriented, the motives for learning English for professional purposes increase, and the quality of mastering it improves. Attention is drawn to the fact that this type of educational activity is a significant factor in the psychological adaptation of students in the new professional and language space. The main results achieved by using role-playing in the educational process are considered, namely: adaptation of students in the language and professional space. After all, thanks to a properly constructed role-playing game, students not only practice their English communication skills, but also directly improve their professional knowledge and skills in the specialty.

The main functions of role-playing are highlighted in the work:educational, ie contributes to the acquisition of knowledge, as well as the formation of foreign language skills and abilities within one or more educational topics;motivational-motivational, which motivates and stimulates educational and cognitive activities; expands the horizons of students, develops thinking, creative activity; teaches to navigate in a specific situation and choose the necessary verbal and nonverbal means of communication;compensatory, compensates for the absence or lack of practice, brings educational activities closer to the conditions of foreign language proficiency in real life.

The most common and relevant role-playing games used in teaching for students majoring in "River and Sea Transport" are given. At the same time, attention is paid to the results achieved after the use of this type of pedagogical activity, and the main stages are described.

Thus, with the help of professionally oriented communication role-playing games, the teacher is able to realize the maximum approximation of students to real professional condition.