Game space in the formation of cognitive and communicative competence of foreign students

Abstract

The article theoretically substantiates and practically illustrates the effectiveness of using modified game-based learning methods as an efficient means of forming foreign language communicative competence in international students. Purpose. The study aims to analyze the contemporary application of educational communication games, interactive charts, and folklore elements in teaching Ukrainian and English as foreign languages under distance learning challenges, and to systematically develop a three-tier classroom interaction model. Methods. The research is based on the communicative-activity approach, utilizing pedagogical observation, speech situation modeling, and the analysis of the authors' practical experience at the O. M. Beketov National University of Urban Economy in Kharkiv. Results. The classification of educational games for beginner international learners at the preparatory faculty has been systematized and theoretically expanded. A comprehensive three-tier model for foreign language lessons has been developed and structurally integrated, encompassing: a phonetic block (voice marathons, tongue twisters, homophone hunting), a lexical-grammatical block (interactive mapping, visual charts, and contrastive error deduction), and a strategic-cognitive block (situational role-plays, contextual proverbs, and learning style diagnostics). It is demonstrated that the systematic implementation of these gaming methods successfully bridges abstract language rules with students' actual communicative intentions. The role of communication games as a tool for psychological relaxation is characterized, showing how they help overcome language barriers, minimize the fear of making mistakes, and activate speech performance in an online learning environment. Conclusions. It is concluded that non-traditional forms of pedagogical interaction are highly effective for developing spontaneous speaking skills, overcoming communicative anxiety, and maintaining stable student engagement during forced online classes.