Role-Playing and Class Participation

Notes and Discussion

“…Real encounters and pragmatic needs will, so they say, bring about the indispensable drive to communicate and the ensuing progressive self-discovery of the necessary implements. (Ingram 1976, Scarbrough 1981, Robinson 1981, Loveday 1981, Kramsch 1981, Paradis 1982, Ellis 1984, Scott Enright and McCloskey 1985.…”

ESL students' perceptions of role-play activities

“…Littlewood (1981) defines role-playing as a classroom technique in which "a) learners imagine themselves in a situation which could occur outside the classroom; b) learners adopt a specific role in this situation; c) learners are asked to behave as if the situation really existed, in accordance with their roles" (p. 49). However, some authors define role-plays as activities in which participants assume roles other than those of themselves (Robinson, 1981;Harmer, 1991;Purcell, 1993). In spite of the role they are playing, "learners must negotiate in the interaction itself as it unfolds, each partner to the other's communicative acts and strategies" (Littlewood, 1981, p. 56).…”

“…Much has been said about the advantages of the use of role-plays in the language classroom. The most positive aspect is that role-plays provide students with opportunities for practicing in class the language they need for interacting outside the classroom (Littlewood, 1981;Robinson, 1981;Raz, 1985;). Since learners are able to role-play numerous situations, role-plays can be made relevant to their needs (Scarcella and Oxford, 1992).…”

“…Since learners are able to role-play numerous situations, role-plays can be made relevant to their needs (Scarcella and Oxford, 1992). In addition, once learners identify roles and situations equivalent to reallife, they will be motivated to produce real-life language (Robinson, 1981). According to Raz (1985), "this rehearsal also has the effect of psychological innoculation, reducing anxiety and inhibitions when the learner has the opportunity to use language outside the classroom" (p. 228).…”

“…Critics also raise the issue of audience. Robinson (1981) finds it difficult to involve the rest of the class while a small group of learners act out their roles. Al-Arish (1994) points out that the audience plays a negative role since real communication does not usually take place in front of a crowd.…”