Usage of gamification as an interactive educational method in teaching foreign languages

The article reviews the advantages and peculiarities of gamification in teaching foreign languages. The author points out lack of structured research on the specified issues and analyzes publications of other authors, focusing on tasks that allow us to implement the use of gamification techniques. The author also proves their effectiveness and demonstrates her own examples of using these techniques in practice. Therefore, the purpose of the article is the scientific substantiation of the expediency and effectiveness of the use of gamification in the study of foreign languages and their practical development and application in Ukraine. The article primarily uses methods of pedagogical analysis and generalization of information. Since this article is of an overview nature, the author used the analysis of the source base and the generalization of approaches to the study of the use of interactive communicative practices and, in particular, gamification by specialists in various fields: neuroscience, psychology and pedagogy. Therefore, the study of this issue also involves a multidisciplinary approach. Several other methods are also used in the study, including economic and statistical methods using the example of the graphic method, as well as correlation analysis. The generalization of the source base allowed us to define gamification as an effective educational technique for motivating students. However, we monitor the extremely weak practical use of this modern trend in our country. Interactive learning methods in general and game techniques in particular help make learning a foreign language more interesting, exciting and effective. With these techniques, students remember the material better, develop critical thinking and use a foreign language more confidently to perform professional tasks. Interactivity increases interest, encourages action, acts as a complex of motivational activities, and helps memorize the material. Gamification as an interactive communicative practice primarily contributes to the fact that students become active participants in the learning process and helps them to modify their language skills. Instead of the traditional passive perception of information, students are actively involved in discussions, tasks, role-playing games, which simulate real-life situations. Such work in pairs and groups creates an environment that encourages speech practice. Gamification has a positive impact not only on the development of speaking skills, but most importantly, their practical use. However, implementation and development of interactive game teaching practices in Ukraine requires further development and improvement of its practical application aspect