Tompkins - Role Playing/Simulation (TESL/TEFL)The Internet TESL Journal. Patricia K. It encourages thinking and creativity, lets students develop and practice new language and behavioral skills in a relatively nonthreatening setting, and can create the motivation and involvement necessary for learning to occur. This paper will examine this technique in detail. There is little consensus on the terms used in the role playing and simulation literature. Just a few of the terms which are used, often interchangeably, are . There does seem to be some agreement, however, that simulation is a broader concept than role playing. Ladousse (1. 98. 7), for example, views simulations as complex, lengthy and relatively inflexible, but role playing 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, 1. Simulations always include an element of role play(Ladousse, 1. In this paper, the role playing/simulation method will be analyzed using the following format described by Richards and Rodgers (1. Approach Theory of language. Theory of language learning. Design. Objectives of the method. Syllabus model. Learning & teaching activities. Learner roles. Teacher roles. Role of instructional materials. Role Playing Dating Games Free OnlinePC Role-Playing Games at Metacritic.com. Role Playing Games on Y8.com. Play with friends Powered by id.net 100. Play the best free Role Playing Games on GamesGames.com. You are a maid, having worked dutifully for the Saionji family for several years. You are also a shy albino princess who does odd jobs for the yakuza, and. Procedure. Classroom techniques, designs and procedures. Approach. Theory of language. Richards and Rodgers (1. The role playing/simulation method follows from the interactional view. Language teaching content, according to this view, may be specified and organized by patterns of exchange and interaction or may be left unspecified, to be shaped by the inclinations of learners as interactors. Role playing/simulation clearly promotes effective interpersonal relations and social transactions among participants. To fulfill their role responsibilities, students must relate to others in the simulation, utilizing effective social skills. Christopher and Smith (1. When the convergent model is used, the patterns of exchange in the simulation are specified. When the divergent model is used, the patterns of exchange are left unspecified. A few of the specific differences are shown in this table. Three learning theories which they discuss are that learners acquire language when: (1) they are exposed to large quantities of comprehensible input, (2) they are actively involved, and (3) they have positive affect (desires, feelings and attitudes). Comprehensible input is provided in simulations because students engage in genuine communication in playing their roles. Active involvement stems from participation in worthwhile, absorbing interaction which tends to make students forget they are learning a new language. Students have the opportunity to try out new behaviors in a safe environment, which helps them develop long term motivation to master an additional language. In addition to encouraging genuine communication, active involvement, and a positive attitude, the simulated . In most role-playing exercises, each student takes the role of a person affected by an issue and studies the impacts of the issues on human life. Free Speed Dating games for everybody! Try to get as many dates as possible in record time! They give, as an example of a general objective: . For example, an early . In this simple guessing game, a student volunteer adopts the role of a famous person. Other students ask questions of the volunteer in order to guess his or her identity. Games which follow the ice breaker would involve more complexity, but still conform to the procedural model. Later in the class, however, a simulation which takes place over several periods might follow the process model, allowing learners to control the nature of the interactions that take place (Skehan, 1. This could be done, for example, through a . In this simulation students design a simulation which is relevant to them. They decide on the event to be simulated, choose a relevant issue within the event to explore, identify roles of participants, etc. The activities in class, therefore, do not focus on language itself, but on the goals and activities that may be defined by the teacher (if a procedural syllabus is used) or the students (if a process syllabus is used). Sadow (1. 98. 7) gives an interesting example of student and teacher activities in a simple role play. The teacher tells the class that they are extraterrestrials who, for the first time, are coming into contact with earthly objects such as toothbrushes, watches, lightbulbs and keys. Without reference to human civilization, the participants must draw conclusions about the objects' function. This role play, or similar creative, imaginative activities, will stimulate students to use their imagination and challenge them to think and speak as well. In more complex simulations the activities of the teacher may be more detailed and student activities may be more defined. The teacher might, for example, explain a handout or have the students read a case study defining the situation, and role play cards (which describe the role which the student is to play) might be distributed. Such simulations can be applied to teaching language in many areas, such as technical English (Hutchinson and Sawyer- Laucanno, 1. Brammer and Sawyer- Laucanno, 1. Crookall, 1. 99. 0). Indeed, Pennington (1. However, Kaplan (1. Perhaps a better model for learner roles in the role playing/simulation method is Scarcella and Oxford's (1. The students should help select themes and tasks and provide teachers with details of their learning process. In role playing/simulation, this can be achieved through the . Burns and Gentry (1. They recommend that instructors understand the knowledge level that students bring to the scene, and place close attention to the introduction of experiential exercises so that the student does not become discouraged. This advice seems even more relevant for L2 learners, who may be from a culture in which teacher- centered classrooms are the rule, and who may have knowledge gaps that make a simulation difficult and threatening. To quote Jones (1. Rather than a traditional, teacher- centered classroom structure, the teacher keeps a relatively low profile and students are free to interact with each other spontaneously. This reduces student anxiety and facilitates learning. The teacher must take on some additional responsibilities in role playing/simulation. In particular, the teacher must keep learners motivated by stimulating their curiosity and keeping the material relevant, creating a . For example, blocks or sugar cubes can be employed in simulating a construction task. The simulation centers around the presentation of a buffet luncheon for native speakers of French in the Washington area. The students plan and host the luncheon, interact with French speakers during the luncheon, and meet with the guests afterwards in a debriefing session. Written self- assessment observations and evaluations of this simulation were very favorable, students stating that the activity boosted their confidence in speaking French. One problem in instructional materials is what Skehan (1. Simulations designed by students themselves can be used in both their class and future classes. Ladousse views procedure as one of 1. These factors are: level, time, aim, language, organization, preparation, warm- up, procedure, follow- up, remarks and variations. Various role playing exercises are then described in terms of these factors. Level indicates the minimum (and sometimes maximum) level at which the activity can be carried out. Time may depend on whether students need to read articles, reports, etc. Aim indicates the broader objective of each activity, such as developing confidence or becoming sensitive to concepts expressed in language. Language indicates the language the students will need, such as structures, functions, different skills, work with register, or intonation patterns. Organization describes whether the activity involves pair work or group work, and in the latter case, how many students should be in each group. Preparation indicates anything that needs to be done before class. Warm- up involves ideas to focus the students' attention and get them interested. Procedure involves a step- by- step guide to the activity. Richards (1. 98. 5), for example, recommends a six step procedure for role playing: preliminary activity, a model dialogue, learning to perform the role play with the help of role cards, listening to recordings of native speakers performing the role play with role cards, follow- up, and repeating the sequence. However, many role playing/simulation procedures do not follow these steps (nor should they conform to such restrictive guidelines, according to such researchers as Kaplan, 1. Follow- up indicates activities that are done after the activity, perhaps as homework. Remarks may be of general interest or may be warnings about special difficulties that may arise. Variations can be used with different types of classes or different levels. To give an example of how this procedure can be followed in class, I will apply Ladousse's 1. Crookall and Oxford's (1. The simulated situation is one in which the group has been stranded on an island. A volcano will erupt in 3. 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. The procedure is shown in the following figure. Level: Advanced Time: 1. Aim: Ice breaking, developing skills in decision making and cooperation. Different skills are enhanced such as listening, understanding directions, initiating, speaking, writing and reading. They are given information on lifeboat numbers and capacities, neighboring islands, etc. Each student must complete a . The teacher makes sure that everyone stands up and moves around. Changes can be made (such as boats being declared unseaworthy, or islands declared out of bounds) when a group seems to have made a decision . They draw up a set of guidelines, or constitution, for the community. 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.
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