Abstract: In the light of modern technological and educational trends, where active participation and motivation of students play a key role, gamification and gaming stand out as innovative methods aimed at stimulating the learning process. The subject of the study is gaming techniques and practices used in the educational process. The aim of the research is to identify the role of gamification and gaming in education. The article presents a comprehensive review of the concepts of gamification and gaming applied in the educational process; definitions of the concepts are provided with an emphasis on their distinctive features; a historical overview of the development of these methods with practical aspects of applying gaming mechanics in educational contexts is given; recommendations are developed for integrating gaming techniques into the educational process to enhance students' motivation and overall learning effectiveness. To assess this effectiveness, an experimental study is conducted on memorizing English words at the C1 level, allowing to quantitatively demonstrate their efficiency and effectiveness.
The work highlights key gaming mechanics, such as "achievements," "competence rewards," "big idea," and "planning" and their role in achieving various educational goals. The authors of the study make a special contribution by systematizing and identifying the main rules for implementing gaming in the educational process, such as: educational value, integration into the educational program, structuring, balance between the educational and entertaining functions of the game, interest, teamwork, individual approach, assessment of results. In conclusion, the importance of integrating gaming mechanics into the educational process is emphasized, as they not only contribute to effective knowledge acquisition, increased motivation, engagement, and interest of students, but also make the learning process more diverse and engaging, stimulating creative thinking, development of professional skills and abilities, and ensuring active interaction between students and teachers in the educational environment.

Abstract: This article is dedicated to studying the methods of designation of color tones in the French language using adjectivized nouns. The research material consists of 90 nominations of color tones, acquired by means of continuous sampling from dictionaries and Internet sources. Nominations of such specific color tones are given on the basis of associations with the color of various objects, phenomena, and substances that have similar tone. Classification is conducted on the units under consideration, depending on the type of metaphorical transfer underlying the nomination. Special attention is turned to examination of grammatical peculiarities of application of the indicated units in the French language. The obtained results allowed determining the following types of associations in color designation: with the plant life (names of vegetables, fruit, nuts, flowers, plants, trees); with the animal world (names of fish, birds, mammals); with the natural resources, stones, and minerals; with the natural phenomena (force of sky and sea); with the gastronomy (food, sweets, seasonings, drinks); with various materials, substances and objects. The results of quantitative analysis of color tones in the French language, which was conducted for the first time, allowed revealing most productive associations in formation of color neologisms, among which are plant life, natural resources, stones and minerals. The authors’ special contribution consists in studying the grammatical peculiarities of usage the units in question in the French language. In these constructs consisting of two elements — two nouns without a preposition (main + adherent), the second element is an adjectivized noun that exercise function of an adjective. Due to adjectivization, such constructs significantly expand the capabilities of conveying color tones in the French language.