Proceedings of the International scientific and practical conference ―Science, Technology and Culture in the Era of Globalization‖ (December 24-26, 2025) / Publisher website: www.naukainfo.com. – Geneva, Switzerland, 2026. – 234 p.

160 teacher can control their work. But such an option is also allowed when the group is divided into subgroups (play in turn): one subgroup plays, and the other listens, evaluates in order to participate in the subsequent discussion. Thus, role-playing provides learning in action, which increases its quality, is a motivating factor, since the game arouses interest in students, especially in terms of the unpredictability of the outcome. It gives students resistance: it suggests what speech models can be used to express a particular thought in a given specific situation, and is usually accompanied by emotional uplift, which positively affects the quality of learning and increases its effectiveness. Therefore, the use of role-playing games in classes contributes to the formation of professional communication of future specialists, regardless of their professional orientation. Аnother method that I use is productive-creative, which is widely used in the formation of professional speaking skills. The productive-creative method is implemented in educational business games, dialogues, polylogues, various creative situational tasks aimed at forming in students the ability to express thoughts in professional English. An important condition for activating the formation of a culture of professional communication of a specialist is business games, which bring the learning process closer to the real conditions of students' professional activity. Business games, as a rule, model a segment of students' professional activity, in the process of which the relevant knowledge, skills and personal qualities are developed through their role-playing communication and interaction. Business games in the higher school system are not just a form of organizing training, but also a way of modeling professional activity as a generalization of acquired knowledge. Educational business games, close to production circumstances, allow us to trace the connection between individual disciplines; serve as an arena for demonstrating innovations, for showing how theoretical provisions can be applied almost in real conditions. Important for our research are the psychological and didactic principles that are most fully implemented in a complex business game: - the principle of imitation of conditions, modeling the content of professional activity; -the principle of problem-solving;