Teaching_Vocabulary

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(ceрия „Учебник нового века”), 2003, 178p. 34. Гез. Н.И., Ляховитский. М.И., Миролюбов. А.А., Фолошкина. С.К. „Методика обучения иностранного языка в средней школе.”, 1988, 146p. 35. Обухова Л.П. „Детская психология” (теории, тракты, проблемы) Москва, 1995, 211p. 36. Смирнов А.А. „Проблеммы корреляции в облости памяти” в cборнике: „Возрастные и индивидуальные развитие памяти ”, Москва, 1967, С. 6. Beschieru Mariana (2006) „Psycho-Pedagogical Peciliarities of Enriching Students' Vocabulary at English Lessons through Games and Role-Play” Graduation Paper. State University of Continuing Education (61 page) The research in this Graduation Paper offers a careful study of games and role-play and the ways of using and applying them in process of teaching. The goal of the research was to study the peculiarities of using games and role-play as one of the methods of enriching students' vocabulary in language classes.It covers the problems of using games and role-play in the modern time, gives the notion what games and role-play is, and how it is formed, presents the various types of games and role-play, presents the classification of games and role-play. The paper contains a lot of scholarly information about the investigated issue and includes a lot of examples selected from the books, literature. 135 games and 24 role-plays were analyzed. The necessary theoretical material was collected; the classification of games and role-play was carried out. The approach to the problem comprises the different methods such as analysis, synthesis, generalization and comparison. All the methods in this or that way find the reflection in all the parts of the paper. The scientific method of the research is the experiment. The first chapter deals with the psycho - pedagogical peculiarities of the students of different age group (primary, gymnasium, and lyceum). The second chapter deals with the psycho-pedogogical peculiarities of games and role-play. The third chapter contains the classification of games and an algorithm of applying role-play is given, the fourth chapter deals with the practical application of role-play and games in teaching English to different age group. Here the experiment is described and a set of lessons is given. Two groups of students were formed: control group and experimental group. The students in both groups were of the same age (14-15), number of the students in both groups is 15,and the level of the students' knowledge in each pair of students was identical. In the first group the new vocabulary was introduced without any explanations and additional information, only translation and the pictures were used. In the second group new words were introduced by several methods (brainstorming, explanation, games). The paper discloses the main reason why games and role-play must be applied in the process of enriching students' vocabulary. Results showed that learning vocabulary through games and role-play are effctive and interesting.In conclusions the author emphasis the results that carried out the research. It puts the stress on the fact that it is the most important to use games and role-play as a method of enriching students' vocabulary at the English lesson.