INTERACTIVE GAMES AS THE WAY OF USING INTEGRATED LANGUAGE LEARNING

The article is devoted to the analysis of the interactive games and their role in integrated language learning. It is stated in the article that well-arranged integrated activities give the students the opportunity to practice all language skills simultaneously as well as to get acquainted with the functions of the language. It is emphasized in the article that proper combination and efficient interaction of different language skills can contribute a lot to students’ communicative fluency. It is shown that interactive games where speaking, reading, writing and listening are interconnected and occur at the same time can be a good alternative to the traditional exercises designed for teaching separate skills. Interactive game containing role playing component can be viewed as a complex process that gives the teacher the opportunity to integrate language skills both in efficient and enjoyable way. It is stated that properly and creatively organized interactive games can help the students to perceive and memorize new vocabulary units, to understand and practice grammar structures, to comprehend what they read or listen to as well as to improve their communicative competence. It is emphasized that the way the students are organized into groups can be viewed as the significant factor for successful integrating language skills as well as for making progress in mastering a foreign language. Interactive exercises and role plays can be classified according to the ways the students are organized into groups, worked out by the researcher N.Mclver. It is shown that pair work is viewed as the simplest way of changing classical group format can be suitable for interactive games aimed at integrating speaking with other language skills. Arranged in pairs interactive games aimed at repeated use of target lexical units or grammar structures can be a good way of developing speaking skills in combination with writing or reading competences. It is stated that the triad format can be suitable for arranging role play activities aimed at dramatizing close-to-life situations. Whereas pair work is used as a basic and more independent group format, triad can be also viewed as an intermediate and preparatory format that can allow students to get together and continue the activity working in pyramids or mingles. It is shown that bigger group formats can be more suitable for making creative projects, organizing class discussions, competitions or interactive games containing role playing component aimed at practicing all language skills.