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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
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.
Crookall and Oxford (1990) used the terms
“simulation”, “game," "role-play," "simulation-
game," "role-play simulation," and "role-playing
game" often interchangeably.
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).
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.
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.
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
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.
The effective communication is
more important than linguistic
accuracy
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)
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.
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)
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.
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)
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)
Thank you!