Role Playing Simulation by Patricia K. Tompkins

8/17/2019 Role Playing Simulation by Patricia K. Tompkins

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The Internet TESL Journal

Role Playing/Simulation

Patricia K. Tompkinstompkins [at] pgh.nauticom.net

Role playing/simulation is an etremely !alua"le metho# $or L% learning. It encourages thinking an# creati!ity&lets stu#ents #e!elop an# practice ne' language an# "eha!ioral skills in a relati!ely nonthreatening setting&an# can create the moti!ation an# in!ol!ement necessary $or learning to occur. This paper 'ill eamine thistechni(ue in #etail.

There is little consensus on the terms use# in the role playing an# simulation literature.Just a $e' o$ the terms 'hich are use#& o$ten interchangea"ly& are )simulation&) )game&))role*play&) )simulation*game&) )role*play simulation&) an# )role*playing game) +,rookallan# -$or#& 0a1. There #oes seem to "e some agreement& ho'e!er& that simulationis a "roa#er concept than role playing. La#ousse +231& $or eample& !ie's simulationsas comple& lengthy an# relati!ely in$lei"le& "ut role playing as (uite simple& "rie$ an#$lei"le. Simulations simulate real li$e situations& 'hile in role playing the participant is

representing an# eperiencing some character type kno'n in e!ery#ay li$e +Scarcellaan# -$or#& %1. Simulations al'ays inclu#e an element o$ role play+La#ousse&231.

In this paper& the role playing/simulation metho# 'ill "e analy4e# using the $ollo'ing$ormat #escri"e# "y Richar#s an# Ro#gers +2516

• 7pproach

o Theory o$ language

o Theory o$ language learning

• 8esign

o -"9ecti!es o$ the metho#o Sylla"us mo#el

o Learning : teaching acti!ities

o Learner roles

o Teacher roles

o Role o$ instructional materials

• Proce#ure

o ,lassroom techni(ues& #esigns an# proce#ures

Approach

Theory of language

Richar#s an# Ro#gers +251 eamine three theoretical !ie's o$ language6 structural&$unctional an# interactional. The role playing/simulation metho# $ollo's $rom theinteractional !ie'. This !ie' )sees language as a !ehicle $or the reali4ation o$interpersonal relations an# $or the per$ormance o$ social transactions "et'eenin#i!i#uals.... Language teaching content& accor#ing to this !ie'& may "e speci$ie# an#

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organi4e# "y patterns o$ echange an# interaction or may "e le$t unspeci$ie#& to "eshape# "y the inclinations o$ learners as interactors.) +Richar#s an# Ro#gers& 25& p.31.

Role playing/simulation clearly promotes e$$ecti!e interpersonal relations an# social

transactions among participants. )In or#er $or a simulation to occur the participants mustaccept the #uties an# responsi"ilities o$ their roles an# $unctions& an# #o the "est theycan in the situation in 'hich they $in# themsel!es) +Jones& 2%& p. ;1. To $ul$ill theirrole responsi"ilities& stu#ents must relate to others in the simulation& utili4ing e$$ecti!esocial skills.

,hristopher an# Smith +01 sho' ho' language teaching content in simulations may"e either speci$ie# or le$t unspeci$ie#& "y #istinguishing "et'een )con!ergent) an#)#i!ergent) mo#els.


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en!ironment& 'hich helps them #e!elop long term moti!ation to master an a##itionallanguage. In a##ition to encouraging genuine communication& acti!e in!ol!ement& an# apositi!e attitu#e& the simulate# )real li$e) pro"lems help stu#ents #e!elop their criticalthinking an# pro"lem sol!ing skills.

Design

Objectives of the method

,ummings an# =en4el +01 state that the $irst step in #esigning a simulation is to#eci#e upon game criteria. They gi!e& as an eample o$ a general o"9ecti!e6 )I 'ant mystu#ents to "ecome more com$orta"le 'hen !isiting restaurants or to "e more at ease in"usiness situations& such as negotiating a contract.) Speci$ic o"9ecti!es& such as )I 'antmy stu#ents to kno' ho' to gi!e their or#ers in $ast $oo# restaurants&) are re$ine# $romthese general o"9ecti!es.

Syllabus model

The sylla"us mo#el coul# "e a com"ination o$ )proce#ural) an# )process.) In earlysimulations& the learner>s o'n acti!ities are central to learning "ut the tasks shoul# "echosen "y the teacher& thus $ollo'ing Skehan>s +2a1 #e$inition o$ a proce#uralsylla"us. ?or eample& an early )ice "reaking) game& such as the )?amous People)game #escri"e# "y La#ousse +231& can intro#uce the stu#ents to simple role playing.In this simple guessing game& a stu#ent !olunteer a#opts the role o$ a $amous person.-ther stu#ents ask (uestions o$ the !olunteer in or#er to guess his or her i#entity.=ames 'hich $ollo' the ice "reaker 'oul# in!ol!e more compleity& "ut still con$orm tothe proce#ural mo#el.

Later in the class& ho'e!er& a simulation 'hich takes place o!er se!eral perio#s might$ollo' the process mo#el& allo'ing learners to control the nature o$ the interactions thattake place +Skehan& 2a1. This coul# "e #one& $or eample& through a )#esigncompetition) +La#ousse& 231. In this simulation stu#ents #esign a simulation 'hich isrele!ant to them. They #eci#e on the e!ent to "e simulate#& choose a rele!ant issue'ithin the e!ent to eplore& i#enti$y roles o$ participants& etc.

Learning and teaching activities

The role playing/simulation metho# +especially 'hen the )con!ergent) mo#el is use#1

meets Skehan>s +2"1 $our criteria $or task*"ase# instruction6 meaning is primary@there is a goal 'hich nee#s to "e 'orke# to'ar#s@ the acti!ity is outcome*e!aluate#@there is a real*'orl# relationship. The acti!ities in class& there$ore& #o not $ocus onlanguage itsel$& "ut on the goals an# acti!ities that may "e #e$ine# "y the teacher +i$ aproce#ural sylla"us is use#1 or the stu#ents +i$ a process sylla"us is use#1.

Sa#o' +231 gi!es an interesting eample o$ stu#ent an# teacher acti!ities in a simplerole play. The teacher tells the class that they are etraterrestrials 'ho& $or the $irst time&


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are coming into contact 'ith earthly o"9ects such as tooth"rushes& 'atches& light"ul"san# keys. s +%1 principles. Rather


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than a tra#itional& teacher* centere# classroom structure& the teacher keeps a relati!elylo' pro$ile an# stu#ents are $ree to interact 'ith each other spontaneously. This re#ucesstu#ent aniety an# $acilitates learning.

The teacher must take on some a##itional responsi"ilities in role playing/simulation. In

particular& the teacher must keep learners moti!ate# "y stimulating their curiosity an#keeping the material rele!ant& creating a )tension to learn) +Burns an# =entry& 21.

Role of instructional materials

7s simulations represent real*'orl# scenarios& materials shoul# simulate the materialsthat 'oul# "e use# in the real 'orl#. ?or eample& "locks or sugar cu"es can "eemploye# in simulating a construction task. In the )etraterrestrial) role play mentione#a"o!e& tooth"rushes& 'atches& light"ul"s an# keys can "e eamine# "y the )aliens.)

7n e!en more etreme eample o$ a simulation resem"ling real li$e an# using real li$ematerials is gi!en "y Kaplan +31& 'ho argues that )coping 'ith unpre#icta"ility an#"uil#ing con$i#ence cannot happen solely through #iscrete eercises& "ut re(uire realan# complete e!ents.) To accomplish this she #escri"es a simulation calle# )TheReception =ame&) #esigne# $or stu#ents learning ?rench as a $oreign language "e$ore"eing assigne# to a 9o" in a ?rench*speaking country. The simulation centers aroun#the presentation o$ a "u$$et luncheon $or nati!e speakers o$ ?rench in the


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etc. 7im in#icates the "roa#er o"9ecti!e o$ each acti!ity& such as #e!eloping con$i#enceor "ecoming sensiti!e to concepts epresse# in language.

Language in#icates the language the stu#ents 'ill nee#& such as structures& $unctions&#i$$erent skills& 'ork 'ith register& or intonation patterns. -rgani4ation #escri"es 'hether

the acti!ity in!ol!es pair 'ork or group 'ork& an# in the latter case& ho' many stu#entsshoul# "e in each group. Preparation in#icates anything that nee#s to "e #one "e$oreclass. attention an# get them intereste#.

Proce#ure in!ol!es a step*"y*step gui#e to the acti!ity. Richar#s +2D1& $or eample&recommen#s a si step proce#ure $or role playing6 preliminary acti!ity& a mo#el#ialogue& learning to per$orm the role play 'ith the help o$ role car#s& listening torecor#ings o$ nati!e speakers per$orming the role play 'ith role car#s& $ollo'*up& an#repeating the se(uence. Ao'e!er& many role playing/simulation proce#ures #o not$ollo' these steps +nor shoul# they con$orm to such restricti!e gui#elines& accor#ing tosuch researchers as Kaplan& 31. ?ollo'*up in#icates acti!ities that are #one a$ter theacti!ity& perhaps as home'ork. Remarks may "e o$ general interest or may "e 'arningsa"out special #i$$iculties that may arise. Cariations can "e use# 'ith #i$$erent types o$classes or #i$$erent le!els.

To gi!e an eample o$ ho' this proce#ure can "e $ollo'e# in class& I 'ill applyLa#ousse>s $actors to ,rookall an# -$or#>s +0"1 )Islan# =ame.) The )Islan#=ame) is "oth an eten#e# ice* "reaker an# collecti!e #ecision*making acti!ity 'hichcan help #e!elop a range o$ skills in the target language. The simulate# situation is onein 'hich the group has "een stran#e# on an islan#. 7 !olcano 'ill erupt in ;0*50minutes& so an escape plan must "e implemente# (uickly. There are li$e"oats to carryall to sa$ety on neigh"oring islan#s& "ut an o!erall group consensus must "e reache# on'ho 'ill go 'here& 'ith 'hom& etc. The proce#ure is sho'n in the $ollo'ing $igure6

Level: 7#!ance#Time:/% hours $or the main game& hour $or $ollo'*up

Aim:Ice "reaking& #e!eloping skills in #ecision making an# cooperation.

Language:Language skills are use# to re!eal things a"out onesel$& epress agreement an##isagreement& persua#e& #e$en# a point o$ !ie'& elicit cooperation& analy4e #ata& an# make 9u#gments. 8i$$erent skills are enhance# such as listening& un#erstan#ing #irections& initiating&speaking& 'riting an# rea#ing.

Organization:


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unsea'orthy& or islan#s #eclare# out o$ "oun#s1 'hen a group seems to ha!e ma#e a#ecision )too easily.) The time until the !olcano eplo#es is perio#ically 'ritten on the "oar#.

Follow-up:Small groups rank or#er an# #iscuss the $i!e main $actors that le# to their #ecisions a"out$orming groups& choosing islan#s an# escape "oats& etc.

Variation:Each group #e!elops a society on its ne' islan#& complete 'ith a political structure. They

#ra' up a set o$ gui#elines& or constitution& $or the community.

-ther eamples o$ role playing/simulation& such as the $amous people role play&etraterrestrial game& reception game& an# #esign competition& ha!e alrea#y "eenmentione#.

Aere are $i!e more "rie$ eamples $rom La#ousse +2316

. ssignal& roles are s'itche#. 8iscussion can center on ho' strong emotions areepresse# in #i$$erent cultures.

In conclusion& 'hen the role playing/simulation techni(ue is employe#& it shoul# "eintegrate# 'ith other language learning acti!ities& gi!en the preparation an# care 'hichis re(uire# in any language learning metho#& an# a#apte# to stu#ent nee#s an# le!el. I$these gui#elines are $ollo'e#& it can "e a re'ar#ing eperience $or "oth the stu#entsan# teacher.

References

• Brammer& H.& : Sa'yer*Laucanno& ,. S. +01. Business an# in#ustry6 speci$ic

purposes o$ language training. In 8. ,rookall : R. L. -$or# +E#s.1& Simulation&gaming& an# language learning +pp. G;*D01. Fe' ork6 Fe'"ury Aouse.

• Burns& 7. ,.& : =entry& J.


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• ,hristopher& E. H. : Smith& L. E. +01. Shaping the content o$

simulation/games. In 8. ,rookall : R. L. -$or# +E#s.1& Simulation& gaming& an#language learning +pp. G3*DG1. Fe' ork6 Fe'"ury Aouse.

• ,rookall& 8. +01. International relations6 speci$ic purpose language training. In

8. ,rookall : R. L. -$or# +E#s.1& Simulation& gaming& an# language learning +pp.

D*D21. Fe' ork6 Fe'"ury Aouse.• ,rookall& 8.& : -$or#& R. L. +0a1. Linking language learning an#

simulation/gaming. In 8. ,rookall : R. L. -$or# +E#s.1& Simulation& gaming& an#language learning +pp. ;*%G1. Fe' ork6 Fe'"ury Aouse.

• ,rookall& 8.& : -$or#& R. L. +0"1. The islan# game. In 8. ,rookall : R. L.

-$or# +E#s.1& Simulation& gaming& an# language learning +pp. %D*%D1. Fe' ork6Fe'"ury Aouse.

• ,ummings& H.=.& : =en4el& R. B. +01. Simulation/game #esign an#

a#aptation. In 8. ,rookall : R. L. -$or# +E#s.1& Simulation& gaming& an# languagelearning +pp. 53*3%1. Fe' ork6 Fe'"ury Aouse.

• Autchinson& T : Sa'yer*Laucanno& ,. +01. Science an# technology6 speci$ic

purpose language training. In 8. ,rookall : R. L. -$or# +E#s.1& Simulation& gaming&an# language learning +pp. ;D*G1. Fe' ork6 Fe'"ury Aouse.

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=ame. Simulation an# =aming& %2& G*5;.

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• Pennington& H. ,. +01. 7 pro$essional #e!elopment $ocus $or the language

teacher practicum. In J. ,. Richar#s : 8. Funan +E#s.1& Secon# language teachertraining +pp. ;%*D1. ,am"ri#ge6 ,am"ri#ge ni!ersity Press.

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teaching. ,am"ri#ge6 ,am"ri#ge ni!ersity Press.

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Role Playing Simulation by Patricia K. Tompkins