Abstract:

Nowadays scientific and educational exchanges are very popular. Intercultural communication is focused not just on the promotion of one's own culture abroad, but also with the expansion of the boundaries of the educational process. It contributeы to the development of economic, political and humanitarian cooperation. At the same time, for the young people, who are used to communicating on-line in their gadgets, in virtual games, face-to-face communication, especially in multicultural group requires sociocultural adaptation. To facilitate this process, we consider it relevant to use elements of gamification in the educational process and extracurricular activities. This approach is developing with the evolution of artificial intelligence, technology and the growth of investments in educational games. Gamification involves the introduction of gaming technologies into non-gaming areas, reducing students' resistance to performing routine tasks and feelings of psychological stress and anxiety. Elements of gamification break down "intercultural barriers" of 3 types: barriers of stereotypes and prejudices, non-verbal and language barriers.

The aim of the study is to register the foreign and local students’ adaptation to intercultural communication and interaction during the implementation of the project "Me and my group". Research methods – a survey to collect feedback and reflection from students; statistical methods of data processing. The experiment was carried out in the period September-November 2021 with students of Linguistics of the Kazan Federal University. In the control group of students, the project was carried out traditionally, using the PowerPoint program. The pilot group carried out a project with elements of gamification.

Results:
The research shows the advantages of students’ project activities with elements of gamification as a means of adapting foreign students to international communication and a new socio-cultural environment, as well as the readiness of local students for intercultural interaction with foreign students. Feedback from students (September 2021): "It is difficult for me to communicate with classmates, because it seems to me that they are negative", "I don't think they understand me." Reflection of students: "I am afraid to lag behind the group", "it seems that I will never get used to this situation."

The authors proposed to conduct a presentation project "Me and my group". after the experiment was completed, In the control group a presentation made in "PowerPoint" was presented. In the pilot group the project was carried out with elements of gamification. Students used a variety of modern resources such as Quizlet, Kahoot, and TikTok.

Pilot group students feedback (November 2021): “I made friends with my classmates”, “we are interested in the same things”, “I am happy and feel comfortable”. Positive answers to the question "Do you feel comfortable in the group?" - 97%, "Do you spend time with students from other countries?" - 68%, "Are the people around you friendly?" - 88%. In the control group the positive dynamics is much lower. The comparison of the results of responses in two groups is given. The use of elements of gamification as a means of adaptation to intercultural communication in students training is recommended.

Keywords:

Intercultural communication, intercultural barrier, project, gamification, control group, pilot group, Linguistics.