Formation of speech competencies in children aged 9-11 years in the process of learning English through the use of story-game intensive technology

Abstract

The article discusses the theoretical foundations of the use of story-game intensive technology and the features of its use for the formation of speech competencies in children aged 9-11 years in the process of learning English. Studying developments on the use of games in the elementary school educational process allowed us to formulate the theoretical foundations of the use of story game technology, determine their place in the general classification of game forms of educational activities, in particular, in the process of teaching English, and develop an author's definition of the term "story-game intensive". Interactions are implemented in communicative situations, which creates the basis for children to apply the competencies they acquired during their previous life and cognitive development experience, and contributes to the further development of competencies. The story-based game includes elements such as game design, simulation training, role-playing, and discussion. The plot and the game are not only one of the optimal ways for children, and especially of primary school age, to learn a language, but also helps students understand socio-cultural aspects and context, which creates the basis for children's interaction in close to real-life communication, since it is of a collective nature. Among the features of using technology (educational model), the author highlights its competence-oriented nature, flexibility and compliance with the psychological characteristics of children of the specified age.