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ROLE PLAYING ENGLISH Escola Superior de Tecnologia e Gestão de Lamego/Portugal [email protected]

Role Playing English

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Page 1: Role Playing English

ROLE PLAYING ENGLISH

Escola Superior de Tecnologia e Gestão de Lamego/Portugal

[email protected]

Page 2: Role Playing English

The term role play refers to the changing of someone’s behaviour to assume a role

- acting out of a particular role, either consciously

(as a technique in psychotherapy or training) or

unconsciously (in accordance with the perceived

expectations of society).OXFORD DICTIONARY

 

Page 3: Role Playing English

Jacob Moreno first used this technique in the

1920s with their patients. As a psychiatrist, he

realised that his patients gained more by exploring

their problems by acting them than by talking about

them.

It has been known as a method in education

since the late 1940s.

Page 4: Role Playing English

Crookall and Oxford (1990) used the terms

“simulation”, “game," "role-play," "simulation-

game," "role-play simulation," and "role-playing

game" often interchangeably.

Page 5: Role Playing English

Simulation is viewed as complex, lengthy and quite inflexible.

Role playing is viewed as quite simple, brief and flexible.

Simulations simulate real life situations, while in role playing

the participant is representing and experiencing some character

type known in everyday life (Scarcella and Oxford, 1992).

Simulations always include an element of role play

(Ladousse, 1987).

Page 6: Role Playing English

ROLE PLAYencourages thinking and creativity;

lets students expand and practice new language and behavioural skills;

can create the motivation and involvement necessary for learning to

occur;

improves communication skills;

increases social awareness, independent thinking, verbalization of

opinions;

expands values and appreciation of the art of drama;

intensifies and accelerates learning;

improves the skills of initiative, problem-solving, self-awareness,

working ;

cooperatively in teams, and prepare students to real life situations.

Page 7: Role Playing English

Ladousse (2004) indicated that "role play is one of a whole

gamut of communicative techniques which develops fluency in

language students, which promotes interaction in the classroom,

and which increases motivation." In addition, he pointed out that

role play encourages peer learning and sharing the

responsibility for learning between teacher and student. He

suggested role play to be "perhaps the most flexible

technique in the range" of communicative techniques,

and with suitable and effective role-play exercises, teachers can

meet an infinite variety of needs.

Page 8: Role Playing English

Teacher rolesdefines the general structure of the role play

generally does not actively participate once the structure is

set Jones (1982), "...the teacher becomes the Controller, and

controls the event in the same way as a traffic controller, helping

the flow of traffic and avoiding bottlenecks, but not telling

individuals which way to go."

keeps a quite low profile and students are free to interact with

each other spontaneously

It is the teacher’s duty to create a safe environment inside

the classroom before using role playing as a technique

Page 9: Role Playing English

Teacher rolesAnother important aspect is the process of choosing the pairs

or groups that will perform the role play. Students must relate

to others so that the social skills are effective. Teachers must also

be aware of the students’ level so that students won’t be

discouraged and their knowledge gap doesn’t turn role playing

into an intimidating and difficult activity. The main goal of role

playing in class is not the language itself, rather the goals defined

be the teacher; whether it is a matter of stimulating students’

imagination or their speaking.

The feedback after the activity is an important thing to do,

either to discuss if the goal of the activity was achieved or, in

case the teacher videotaped the activity, to show students where

they made communication effective or less effective.

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The effective communication is

more important than linguistic

accuracy

Page 11: Role Playing English

11 factors in role plays

1. Level (indicates the minimum (and sometimes maximum)

level at which the activity can be carried out)

2. Time (may depend on whether students need to read

articles, reports, etc)

3. Aim (indicates the broader objective of each activity, such

as increasing confidence or becoming sensitive to

concepts expressed in language.

4. Language (indicates the language the students will need,

such as structures, functions, different skills, work with

register, or intonation patterns)

Page 12: Role Playing English

11 factors in role plays

5. Organization( describes whether the activity involves

pair work or group work, and in the latter case, how

many students should be in each group)

6. Preparation (indicates anything that needs to be done

before class)

7. Warm-up (involves ideas to focus the students' attention

and get them caught up )

8. Procedure (involves a step-by-step guide to the activity -

Richards (1985), for example, recommends a six step

procedure for role playing: 1. preliminary activity 2. a model dialogue 3. learning

to perform the role play with the help of role cards 4. listening to recordings of native speakers

performing the role play with role cards 5. follow-up 6. repeating the sequence.

Page 13: Role Playing English

11 factors in role plays

9. Follow-up (indicates activities that are done after the

activity, perhaps as homework)

10.Remarks (may be of general interest or may be warnings

about special difficulties that may arise)

11.Variations (can be used with different types of classes or

different levels)

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Example: Ladousse's 11 factors to Crookall and Oxford's

(1990) "Island Game." The "Island Game" is both an

extended ice- breaker and collective decision-making activity

which can help develop a range of skills in the target

language. The simulated situation is one in which the group

has been stranded on an island. A volcano will erupt in 30-60

minutes, so an escape plan must be implemented quickly.

There are lifeboats to carry all to safety on neighboring

islands, but an overall group consensus must be reached on

who will go where, with whom, etc.

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Brief Role Play Examples

What do I look like? Students, in turn, try on props

and accessories such as a white coat, glasses, wig and

hat. The other students comment on their changed

appearance. Follow-up discussion can focus on

uniforms we wear in our daily lives.

Picture role plays. Students identify with persons in

photographs, write his/her imaginary biography, and

interview each other in their roles. This provides

practice in simple past tense. Ladousse (1987)

Page 17: Role Playing English

Brief Role Play Examples Neighbors: may I borrow? Students practice making

polite requests. They are given picture cards showing

cooking ingredients that they either need or have a lot of.

They explain what they are cooking, and must borrow

ingredients from each other.

Group improvisation. Two students improvise a

scene, and others join and leave the improvisation, tying

their roles and exit into the improvisation.

Role switching. Students role play persons in a

conflict. On the teacher's signal, roles are switched.

Discussion can center on how strong emotions are

expressed in different cultures. Ladousse (1987)

Page 18: Role Playing English

Thank you!