The development of students' communicative competence in the process of learning English through simulation games and role-playing situations

Abstract

The article focuses on approaches to developing students' communicative competence in the process of learning English through simulation games and role-playing situations. It emphasizes that communicative competence is one of the key objectives of modern higher education, particularly relevant in frontline regions where the learning process has long been conducted predominantly online, which inevitably affects students' ability to communicate in real-life settings. In the 21st century, learning English is no longer limited to mastering grammar and vocabulary — it is crucial that students are able to use the language fluently and effectively in various everyday and professional contexts. The article summarizes scientific approaches to defining such key concepts as communicative competence (students’ ability to use foreign language tools to solve communicative tasks in educational, everyday, cultural, and professional spheres; the ability to use linguistic and speech elements to achieve communication goals. From a psychological perspective, communicative competence is the speaker’s ability to organize their activity in both productive and receptive forms according to the communication situation) and simulation games (simplified models of human interaction or social processes in which players take on roles. Most simulations require participants to be provided with background information and materials both before and during the simulation).
The pedagogical conditions for the use of simulation games in the educational process are generalized: approximation to real-life situations (the opportunity to "train" one's language skills in a safe environment and try on various roles); methodological support (such stages as introduction, task setting, monitoring, feedback, and follow-up); and the development of positive student motivation (friendly atmosphere promotes a sense of safety and trust, encourages participation, and sustains motivation throughout the course).