title: Ð¤Ð¾ÑÐ¼Ð¸ÑÐ¾Ð²Ð°Ð½Ð¸Ðµ Ñ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð² ÑÐºÐ¾Ð½Ð¾Ð¼Ð¸ÑÐµÑÐºÐ¸Ñ ÑÐ¿ÐµÑÐ¸Ð°Ð»ÑÐ½Ð¾ÑÑÐµÐ¹ ÑÐ¼ÐµÐ½Ð¸Ð¹ Ð¸Ð½Ð¾ÑÐ·ÑÑÐ½Ð¾Ð³Ð¾ Ð¾Ð±ÑÐµÐ½Ð¸Ñ Ð½Ð° Ð¾ÑÐ½Ð¾Ð²Ðµ Ð´ÐµÐ»Ð¾Ð²Ð¾Ð¹ Ð¸Ð³ÑÑ
title: Ð²ÑÐ¿ÑÑÐºÐ½Ð°Ñ ÐºÐ²Ð°Ð»Ð¸ÑÐ¸ÐºÐ°ÑÐ¸Ð¾Ð½Ð½Ð°Ñ ÑÐ°Ð±Ð¾ÑÐ° Ð±Ð°ÐºÐ°Ð»Ð°Ð²ÑÐ°
titleType: Subtitle
title: Formation of foreign language communication to economics students on the basis of a business game
Creators: name: Ð¡Ð°Ð²Ð¸ÑÐºÐ°Ñ, ÐÐ¾Ð»Ð¸Ð½Ð°
Publisher: name: Ð¡Ð°Ð½ÐºÑ-ÐÐµÑÐµÑÐ±ÑÑÐ³ÑÐºÐ¸Ð¹ Ð¿Ð¾Ð»Ð¸ÑÐµÑÐ½Ð¸ÑÐµÑÐºÐ¸Ð¹ ÑÐ½Ð¸Ð²ÐµÑÑÐ¸ÑÐµÑ ÐÐµÑÑÐ° ÐÐµÐ»Ð¸ÐºÐ¾Ð³Ð¾
Year: 2025
Subjects: Ð¸Ð½Ð¾ÑÑÑÐ°Ð½Ð½ÑÐ¹ ÑÐ·ÑÐº
Ð¸Ð½Ð¾ÑÐ·ÑÑÐ½Ð¾Ðµ Ð¾Ð±ÑÐµÐ½Ð¸Ðµ
ÐºÐ¾Ð¼Ð¼ÑÐ½Ð¸ÐºÐ°ÑÐ¸Ð²Ð½Ð°Ñ ÐºÐ¾Ð¼Ð¿ÐµÑÐµÐ½ÑÐ¸Ñ
ÑÑÑÐ´ÐµÐ½ÑÑ-ÑÐºÐ¾Ð½Ð¾Ð¼Ð¸ÑÑÑ
ÑÐ·ÑÐºÐ¾Ð²ÑÐµ Ð¸Ð³ÑÑ
ÑÐ¾Ð»ÐµÐ²ÑÐµ Ð¸Ð³ÑÑ
ÐºÐ¾Ð¼Ð¼ÑÐ½Ð¸ÐºÐ°ÑÐ¸Ð²Ð½ÑÐµ Ð¸Ð³ÑÑ
Ð´ÐµÐ»Ð¾Ð²ÑÐµ Ð¸Ð³ÑÑ
Ð¸Ð³ÑÐ¾Ð²Ð¾Ð¹ Ð¼ÐµÑÐ¾Ð´
foreign language
foreign language communication
communicative competence
economics students
language games
role-playing games
communicative games
business games
game method

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description: Development of speaking skills of non-language students often requires the use of special methods that include a large number of practical tasks. The business game, which involves collective practical work of students in classroom conditions, allows to simulate situations of real intercultural communication using previously studied lexical material, developing the ability of students to public speaking and business negotiations in a foreign language. Due to the approbation of the developed business game to economics students in two stages with a time difference of one month it was found out that during the first stage of the game with preliminary preparation students learnt a large number of lexical material, as well as gained experience in presenting the product in a foreign language and answering questions from customers, and during the second stage of the game, conducted spontaneously, students were able to remember and reproduce most of the studied lexical material, as well as felt confident in the foreign language. The results of the study allow us to conclude that the business game is an effective method of teaching foreign language speaking to non-language students, including economics students.