Abstract:

Game based learning of a foreign language is an integrative part of the communicative approach in teaching foreign languages. Our experience is based on 13 years of continuous teaching of the Spanish language in different levels (from A1 to C1, according to MCER). A game is a highly effective instrument that can be applied at any stage of language learning. Games as a basic part of teaching process are used in practicing grammar and vocabulary, fomenting interaction between students and for some more specific purposes.

The principle of game based learning is taken from the child's learning theory and child psychology. A game allows a student to experience the so-called adult "creative energy", to get out of your comfort zone (passive participation in the activity, following a “teacher-leader”) and to actively begin to use new material. The role of the teacher in this learning situation is reduced to a minimum, the students themselves realize the learning process, and the teacher plays the role of an observer. In addition, neuroscience argues that the main factor in developing new skills are the emotions. The game allows you to awaken emotions required for mastering the material. Emotional binding allows you to make more efficient storage, since the further use of the skill will be associated with certain emotions, often positive, that will encourage a student to use the structure more effectively.

In this article we consider the problem of game based learning, classification of games, rules of their application and their role in the course of a foreign language.

General rules for the application of these teaching materials are:
- The use of one game in one lesson;
- Alternation of games when developing grammar topics to preserve the impression of novelty of a game;
- The use of non-verbal materials and techniques (color component, theatricality, drawing tasks and pantomime);
- Time management of the lesson, which includes the game;
- Obtaining feedback from students at the end of the game and mastering the skill test on the next lesson.

In addition, a particular importance is given to correlation of rather complex grammatical structures and picking up authentic material for the game.

Games can be classified according to the type of participation and materials used while performing them into table games and role plays, which logically must be treated as team or group games. Both table games and role plays help not only master vocabulary and grammar, but also are extremely useful for eliminating psychological barriers that are typical for students learning foreign languages due to their previous negative experience, personal peculiarities and psycological stereotypes.

Keywords:

Language learning, Spanish, didactics.