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2016 80:378.147.091(063) 80431 98 . . ( 3 ...

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80:378.147.091(063) 80431 ISBN 978-966-285-290-5 . . , 2016 ̲ Agibalova T. M.

ROLE-PLAY AS A TEACHING STRATEGY TO IMPROVE STUDENTS

COMMUNICATION PERFORMANCE AND CRITICAL-THINKING SKILLS 11

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Ѳ 12

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ò Ͳ Dz ˲ 16 . .

IJ Ҳ Ѳ ֲ ( ϒ .

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̲ Ѳ ..19 Varenko T. K.

TECHNOGENEOUS LITERATURE .20 . .

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ϒ в ˲ί ֲί ˲ XVI . 22 - . .

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ֲ Ͳ ղ ˲ 24 Grygoriev M. V.

LE BILINGUISME CANADIEN COMME EXEMPLE DE LINSTRUMENT

DE COEXISTENCE DES CULTURES DANS LE CONTEXTE DU

MULTICULTURALISME MONDIAL .. 25 . .

Dz . 27 . .

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. 28 Dymytrova Valentyna

ANALYSE SEMIO-DISCURSIVE DE LEMOTION

DANS LES MEDIAS ECRITS 29 Dudoladova A. V., Dudoladova O. V., Shamayeva Yu. Yu.

PODCASTS IN A FOREIGN LANGUAGE CLASSROOM .... 30 - . .

( ) 31 . .

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òͲ ² . . IJ INDELIBLE ACTS (2002) .. 32 . .

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˲в ˲ ...33 Calero del Mar Edmer

SOCIOCRTICA Y SIMBOLISMO DEL CENTRO EN

LOS ROS PROFUNDOS DE JOS MARA ARGYEDAS 34 . ., . .

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Ͳ ί Բ Բί ȅ.. 35 . .

/ : Ѳ . ܪ . 37 ʳ . .

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Ͳ ò ²IJ Ͳ . Dz ί ʲȻ IJ . 39 . .

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в IJ . 40 . .

IJ Ͳ .-. ײ 41 . .

..42 Latorre Jorge

SALTANDO LOS MUROS DE LA GUERRA FRA. EL QUIJOTE COMO

PUENTE CULTURAL ENTRE RUSIA, ESPAA Y AMRICA 43 . .

Ͳ ֲ ˲ 44 Lewaszkiewicz Tadeusz

DES DIALECTES POPULAIRES A LA LANGUE DE LECRITURE

ET DE LA LITTERATURE (DU ROLE DES LANGUES HAUTEMENT

PRESTIGIEUSES DANS LA FORMATION DES LANGUES

LITTERAIRES EUROPEENNES) 45 . .

ֲͲ IJ Ҳ 46 Legutska O. I.

LAS VARIEDADES DE LA LENGUA EN LA ENSEANZA

DEL ESPAOL COMO LENGUA EXTRANJERA .47 . .

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˲ ² ϲ ²Ͳ Ѳ Ȼ .54 . .

в ʲ Ͳ

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² в Ͳ̲ .56 rzhytskyi gor

EMETERIO VILLAMIL DE RADA, PRECURSOR DEL

NUESTROAMERICANISMO 57 Palkevych O. S.

LE TRAVAIL EN GROUPE COMME MOYEN DOPTIMISER

LA COMMUNICACTION EN CLASSE DE FLE 58 . .

Ѳ ˲ֲ ֲ˲ֲ ̲ ̲Ͳ ( IJ ί ) .. 59 . ., . .

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˲Ͳ ˲ ֲ: ̲Ͳ .63 Ϻ . ., - . .

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LA TERNURA DEL GUERRERO EN LOS CUENTOS

DE JOS MARA ARGUEDAS . 70 . .

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... 72 Satanovska G. S.

LA SPCIFICIT DE LA STRUCTURE TEMPORELLE DU ROMAN

LUVRE AU NOIR DE MARGUERITE YOURCENAR .. 73 . .

... 74 . .

ò ² ʲ

ʲ ...75 . .

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(CONCEPT CHECKING QUESTIONS) ϲ

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140 .


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² Ͳ ֲ 79 Tarasova . .

LA MANIFESTATION DE LA MODERNIT DANS LA POSIE FRANAISE 80

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IJ 93 Shaparieva N.

LABOYEUR DE T. BENACQUISTA: ASPECTS POTOLOGIQUES ..95 . .

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̲Ͳ Ʋ ˲ .. 97 Schirov V. Y.

ACTIVITES DECRITURE CREATIVES POUR DEVELOPPER LES

COMPETENCES DEXPRESSION ECRITE EN CLASSE

DE FRANAIS LANGUE ETRANGERE . 98 . .

Բ Ͳ ˲в.

Ͳ ò в ˲ .. 99 Iatsenko I. M.

LE SAVOIR-ETRE EN TANT QUE COMPETENCE

DE LUTILISATEUR DE LANGUE ETRANGERE . 100 . .

ò Ҳ в

ɯ .. 101 в .. 102

ROLE-PLAY AS A TEACHING STRATEGY TO IMPROVE STUDENTS

COMMUNICATION PERFORMANCE AND CRITICAL-THINKING SKILLS

Agibalova T. M. (Kharkiv) In paradigm of foreign language acquisition, classroom verbal transmission occurs in the field of successful communicative discourse.The opportunity to practice spoken skills and test students understanding of a target language is intended to enable purposeful communication as information exchange between two or more participants.

Incorporating role-plays into teaching process helps prepare students for real-life dialogic speech by simulating reality in situations and various roles individuals play in different scenarios. In this sense, they implement theory into reality and embody the main goal of TFL, defined as acquisition of communicative competence.

Role-plays can be used for assessment and feedback purposes and help teacher to determine the degree of mastery, attained by students. They provide an opportunity for practicing the rules of social behavior and the various sociolinguistic elements of communication (as determined by roles, topic, or situation) and a context for the target culture [1]. Moreover, they give participants the prospect to discover their own level of attainments over specific language content, because communication only takes place when individuals make use of sentences to perform a variety of different acts of essentially complicated social nature. We do not communicate by composing sentences, but by using sentences to make statements of different kinds [2].Therefore, role-plays allow us to experiment with language we have learned. When speakers originate their own dialogic discourse, they offer a distinct opportunity to go beyond what has been taught in class and create their own language model of reality. It`s a great way to estimate the balance between lingual input and output, in terms of verbal activity.

REFERENCES



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 >>  . C 07.00.00
:

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³ 16 (275), 2013 374.71:371.38:329.15:39(=161.2) 192 . . Ͳֲ IJҲ ̲ Ҳ Ͳ 20 . . , . , ...

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³ 22 (257), . V, 2012 811186/190(075) . . ˲ Ѳ ( ղ ˲) , ; , . ...

Գ, , 6. : : / . . , . . . . : Ͳ, 2010. 288 .7. . : http://www.vuzlib.net/ strat_upr/14.htm 8. . . : . / . . , . . ; . . . . . , . . . . : ; , 1998. 576 . 9. . ....

, 㳿 37.013.43 Ҳ ˲ ղ , . , , ...

() http://www.litres.ru/pages/biblio_book/?art=7397320 , : ; ; 2012 ISBN 978-966-03-5889-8 , (1776-1822) , . ...

.. . 128 .. , ( ) Ҳ ² 䳿 . , , . ...

̲Ͳ ² ȯ ֲ ̲ Ͳ в ϲ -˲Ͳ IJ 2012 . 2 2013 :93/94; 32 : 19691-9491 04.12.2012 ...

ISSN 01368168. ³ . . 2014. 59. . 299304 Visnyk of the Lviv University. Series Law. 2014. Issue 59. P. 299304 349.3:657.37 ֲ-̲Ͳ Ѳί . . . . . , 4, 01601 , e-mail: shumilomisha@gmail.com . ...




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