DIDACTIC GAME AS A METHOD OF FORMING OF GERMAN-SPEAKING COMMUNICATIVE COMPETENCE OF PRIMARY SCHOOL CHILDREN

This article is devoted to the problem of forming of German-speaking communicative competence by means of didactic game. It is noted that in modern society the main purpose of learning German is to master the communicative skills and to communicate in the foreign language at the interpersonal level. The authors prove that forming communicative competence is held in speech situations which are very similar to real communicative situations. At German lessons a teacher creates situations when children should communicate in pairs and small groups. These situations help differentiate forms of learning interaction while teaching the German language. The authors emphasize that working in groups primary schoolchildren become more independent. The teacher plays the role of supervisor who arranges pupils' communication; ask questions, pays special attention to the pupils' original thoughts. The following rules are sorted out to arrange the efficient communication: firstly, pupils should have an opportunity to choose the way of expressing their thoughts, as retelling of the text is not considered to be relevant nowadays; secondly, feedback helps achieve communicative goals; thirdly, communicative technique means minimum teacher's interference in pupils' speech; fourthly, it is necessary to have trusting relationships in communicative process among their members. Primary schoolchildren's principal kind of activities is a game. That's why in teaching foreign languages it is rational to follow the principle of continuity which means the gradation from games, directed to forming language skills, to games which provide forming and further development of speech ones. The classification of didactic games and examples of games, which can be used in the practice of German language teaching in primary schools, are presented. In the article the authors claim that a game is a natural environment for children. They propose such classification of didactic games: active games, songs and rhymes that are accompanied with movements; content-games; ball games; table games; dialogues with the characters of German fiction; role plays. It is also noted that games should be held systematically and purposefully at each German lesson, the teacher should take into account the complexity and diversity of didactic games. The paper presents the possibility of the practical use of these games in the process of learning German. It is indicated that the process of communicative skill forming in primary school is impossible without implementing didactic games, but for achieving the best results they should be properly integrated in the learning process.