THE IMPLEMENTATION OF THE METHOD OF COMMUNICATIVE GAMES FOR FORMING INTERCULTURAL COMMUNICATIVE COMPETENCE OF JUNIOR SCHOOLCHILDREN

Abstract

The article grounds the expediency of forming intercultural communicative competence (ICC) of junior schoolchildren due to Ukraine's integration into the European system which opens up new opportunities for its citizens to communicate with foreigners. The paper specifies the main aims of forming ICC of junior schoolchildren, particularly sensibilization to a new language and culture, development of basic skills to analyze a new culture in comparison with the native one in order to broaden their life experience. Sociocultural, sociolinguistic and social components of ICC are singled out as the objects of intercultural studies. The article proves the importance of forming ICC of junior schoolchildren basing on the method of communicative games and corresponding techniques. The classification of the communicative games has been developed and the appropriate techniques of the communicative games for forming each component of ICC have been singled out. Dramatized doll games, educational stories about friendship and correspondence between Ukrainian schoolchildren and their peer native speakers, educational rhymed texts are used for the formation of sociocultural component; educational games (chain, carousel and others), authentic rhymed texts, fairy-tale games, finger games are applied for the formation of sociolinguistic competence; bilingual educatinal rhymed texts, role-plays with textbook characters and dramatization can be suggested for the formation of social competence. According to the specific structure and three phased nature of the method of communicative games, the method of its implication which includes the preparatory, executive and final stages has been presented. At the preparatory stage playing and learning motives of the schoolchildren are formed, the situation is described, the rules of the games are explained, the task is formulated, roles and attributes are distributed. At the executive stage choolchildren participate in the activities whereas the teacher corrects and supports their actions. At the final stage the actions of the students are evaluated, determined and rewarded. The developed methodology is complemented by the examples of the exercises for junior schoolchildren.