ИСПОЛЬЗОВАНИЕ ИГРОВЫХ ТЕХНОЛОГИЙ В ПРЕПОДАВАНИИ РУССКОГО ЯЗЫКА КАК ИНОСТРАННОГО В

Abstract

This article discusses the use of game-based technologies in teaching Russian as a foreign language in higher education. The aim is to examine gamification as a means of supporting learning motivation, encouraging students’ cognitive engagement, and developing language and communication skills. The paper is a theoretical review based on the analysis and synthesis of methodological publications addressing teaching methods, educational games, and motivational factors. It considers the place of game-based activities within language teaching, the relationship between intrinsic and extrinsic motivation, and the potential of role-playing activities, quizzes, competitions, and communicative scenarios in Russian-as-a-foreign-language classes. Particular attention is paid to the conditions required for the purposeful use of games: alignment with students’ language proficiency and age-related interests, voluntary participation, gradual increases in task difficulty, and ongoing teacher guidance. The discussion suggests that well-designed game-based activities can help reduce psychological tension, sustain interest in language learning, and provide opportunities for active speaking practice. At the same time, their educational value depends on the consistency of game tasks with learning objectives and on thoughtful classroom organization. The conclusions are analytical and do not claim to present findings from an independent classroom experiment.