GAME TECHNOLOGIES AS A MEANS OF DEVELOPING VOCABULARY ACQUISITION AND COMMUNICATIVE ACTIVITY IN PRIMARY FOREIGN LANGUAGE LESSONS

Abstract

The article analyses the use of game technologies as a means of developing vocabulary acquisition and communicative activity among primary school pupils in foreign language lessons. The study combines a focused review of recent research with pedagogical modelling. The aim is to determine how game-based tasks can move pupils from passive recognition of words to active use of lexical units in short communicative situations. The methods include analysis of studies on educational games, gamification and digital game-based language learning, as well as the construction of a classroom observation framework. The results are presented as a practical model consisting of game types, lesson stages and assessment indicators. The article finds that game technologies are most effective for vocabulary learning when they provide repeated exposure, visual support, peer interaction and immediate feedback. For communicative activity, the most productive tasks are role-play, information-gap games, pair challenges and team games with distributed speaking roles. The article concludes that game technologies should be used not as additional entertainment, but as an organized methodological tool integrated into lesson aims and assessment.