GAME TEACHING METHODS FOR FOREIGN LANGUAGE LEARNING IN HIGH SCHOOLS

Abstract

The article's goal is to investigate the methodological and psychological underpinnings of how to organize and employ game components in a university foreign language course taught by a faculty other than philology. The requirements and qualifications for using games as a teaching tool are taken into account. The current categories of game-based learning strategies for foreign language instruction are examined, along with strategies for encouraging students to use these strategies. The primary clauses outlining the game's function as a teaching tool in higher education are put forth.