Aliona Riznychenko

Ukrainian Academy of Banking, Sumy, Ukraine

Role-Play in Teaching English

Role-play is one of the whole series of communicative techniques which develops fluency in language students, promotes interaction in the classroom and increases motivation.

It’s an excellent way of getting students to practice their English.

Role-plays simulate real life situations and allow them to act out what they would do in a real situation.

There are two ways a role-play can move:

- scripted;

- non-scripted.

Using a scripted role-play, the teacher might bring an example in a coursebook.

This is a good idea for a warm up exercise, by getting everyone to split up into pairs and allow them to speak to their partner, taking on different roles.

Non-scripted one is when students are given a role each and must use whatever

knowledge they have in order to speak with that partner.

Each role-play must contain two essential elements:

- reality of function – learners must step into the function mentally and behaviorally [3:4; 5:132-133].

- simulated environment . Some scientists presume that the environment should always be imaginary, others define playing a role of some other person in the similar situation as a role-play as well [1:20].

I think the second approach is more logical.

Depending on how a role-play is designed and set up, it can be used for a wide variety of purposes. Frequently, role-plays are used to offer a chance to practice the language of particular situations, but they can also be used to practice particular areas of grammar, sets of vocabulary, functional language and even features of pronunciation. They may not even have a specific language focus and can be used to provide opportunities for students to practice their speaking and listening skills.

Role-plays are simple but important way of extending the range of useful practice.

There are many good reasons for using role-plays:

1. Linguistic advantages:

- role-playing activates the passive vocabulary;

- develops speaking and listening abilities;

- is good for teaching phatic forms of language;

- teaches to speak cohesively, up to the point;

- helps learners to acquire the skill of paraphrasing [2:258].

2. Methodological advantages:

- 90% of what is performed is likely to be remembered;

- good for presentation, practicing, testing vocabulary;

- may be used at all stages of language acquisition;

- is involving and fascinating for all the behavioural learning styles;

- allows to involve the whole class;

- is an aid for helping shy learners to talk;

- is possible to use with mixed ability groups;

- makes learners need the language to express themselves;

- applies the learning to the world outside the classroom;

- is interactive;

- is enjoyed by learners, entertaining;

- is learner-centered [6:90].

3. Pedagogical advantages:

- develops critical thinking;

- teaches understanding other people and empathy;

- good to prepare for specific roles;

- develops flexibility in communication;

- allows observing oneself from distance [4:7].

The choice of the role play relies on the learning agenda and has to have clear aims and objectives. There are various ways role-play can work:

- observation;

- modeling;

- contemplation;

- skills development;

- self-reflection;

- re-enaction.

Role-plays can be simple or complex, short or long and can be adapted to suit the needs of what is being taught or explored. If it is a simple skills being practiced we can set the scene quickly and let the participants practice.

Role-play can be really good a device in teachers’ hands. «It encourages

thinking and creativity, lets students develop and practice new language and behavioural skills in a relatively nonthreatening environment, and can create the motivation and involvement necessary for learning to occur» [7].

Role-play is a classroom activity in which learners take on a role, they play the part of someone else, from a simple discussion to more elaborate conversation.

It’s a useful tool not only for developing language skills, but also for increasing sociocultural knowledge and intercultural awareness.

References:

1. Budden, J. Role Play and ELT // http://www.eltspecl.org.

2. Harmer, J. The Practice of English Language Teaching. – Harlow: Longman Group UK Lim, 1991. – 296 p.

3. Improving Adult English Language Learners’ Speaking Skills. Eric Digest.//www.ericdigests.org.

4. Ladousse, G.P. Role Play. – Oxford: Oxford University Press, 1987. – 182 p.

5. Longman J. How to Teach English. – Harlow: Addison Wesley Longman Lim., 1998. – 198 p.

6. Rakhmans’ka, S.D. Practical Approach to Teaching English. – Тернопіль: Астон, 2003. – 100 р.

7. Shapiro, A. Teaching Critical Thinking: The Believing Game & The Doubting Game / roleadrama.edu.com.uk.