Socio-perceptual games as a means of developing personal-intellectual potential of primary school students in the English language classroom

The article presents the results of a study investigating the potential of socio-perceptual games as a means of developing the personal-intellectual potential of primary school students in the process of learning English. We focus on the use of this tool, which is aimed not only at the formation of language skills, but also at the personal development of learners. A contradiction is highlighted between the personal development goal declared in the Federal State Educational Standard for Primary General Education (FGOS NOO) and the insufficient development of pedagogical technologies that integrate this objective into the process of foreign language education, particularly regarding the development of the structural components of communicative abilities. The purpose of the study is to provide a theoretical foundation and experimental verification of the effectiveness of socio-perceptual games intended for developing the personal-intellectual potential of primary school students in the English language classroom. To achieve this aim, a set of methods was used, including a theoretical analysis of psychological and pedagogical literature, as well as empirical diagnostic methods (questionnaires and A. Mehrabian’s Affiliation Motivation Test). An experimental study was conducted with the participation of 30 students. The diagnostic stage of the experiment revealed an average development level of the cognitive component of communicative abilities and an imbalance in the motivational sphere, with a dominance of the fear of rejection. Based on the data obtained, a set of socio-perceptual games was developed and theoretically substantiated. These games are aimed at the integrated development of the cognitive, motivational, emotional, self-assessment, and communicative-activity components of the personal-intellectual potential through the acquisition of English vocabulary and grammar. The results of the study prove that the English language classroom possesses significant pedagogical potential for the holistic development of a primary school student’s personality. The use of socio-perceptual games transforms the educational process into a personality-developing environment where language acquisition occurs in parallel with the formation of key communicative abilities.

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