Abstract:

The relevance of the work is due to the fact that the foreign language learning is determined by the broad capabilities of this discipline, which, along with immediate practical goals, lies in the development of mental activities logics and thoughts linguistic expression flexibility in increasing political, moral and aesthetic cultural levels, in striving for close collective cooperation, in improving interpersonal relations. There is an urgent demand to make teaching not as the information transmission, but as facilitation (creating favorable conditions) of the meaningful learning.

Nowadays young people are increasingly disunited. With the technological development personal communication is fading into the background, giving way to the communication in social networks. Young people are less and less likely to communicate in person. Humanistic pedagogy adherents believe the teacher understanding students’ inner state, acting naturally and treating them kindly provides meaningful learning and personal development, encourage students to develop partner cooperation, their desire for the most effective interrelationships. Traditional forms of foreign language learning are replaced by the active ones intensifying communication between a teacher and students characterized by: communicative-cognitive, emotional and practical aspects integration in training; educational process humanization by means of “subject-subject, subject-environment and subject-teacher” expanding connections; a variety of training forms relieving stress and eliminating negative emotions. According to the hypothesis, the facilitation support on agon principle gaming learning with an attractive points stimulating factor, consistently included in teaching process, contributes to the students’ communication and language skills acquisition, to the growing interest in foreign language learning, as well as the need for affiliation in group communication interaction. Being a person's need, affiliation manifests itself in the desire to be in constant contact with surrounding people and friendly relationships establishing and maintaining.

The objectives set in the study were to identify and develop the student’s potential abilities; creating facilitation support for group communication needs, the teacher-facilitator effective learning methods identifying. As a result, we defined the aim of the study: to provide facilitation support in foreign language learning on the agon principle with a point-stimulating factor for the group affiliation and personal learning motivation. Theoretical methods of analysis and empirical methods (observations, interviews and questionnaires) constituted methodological basis of the experiment involving 60 students KFU aged 19-20.

Taking into account the diagnostics shortcomings, the work showed that the teacher’s facilitation support has a huge pedagogical potential for the group affiliation and meets scientific and pedagogical requirements; characterized by the integration of communicative-cognitive emotional and practical learning aspects; promotes the group interaction development in communication and personal interest growth in learning; eliminates xenoglossophobia; makes training enjoyable an efficient.

Keywords:

Facilitation, gaming technology, affiliation, agon, points-stimulating factor, educational activity, humanistic orientation, training process.