Post on 13-Jan-2016
description
4th Annual International Conference on TESOL“ ENGLISH LANGUAGE LEARNING: A FOCUS ON THE LEARNER”Ho Chi Minh, August 2013USING ROLE – PLAY IN TEACHING
ENGLISH DIALOGUES FOR STUDENTS AT PRIMARY SCHOOLS
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By: Pham Thi Vinh HienNghe An Teacher Training College,
Vietnam
Introduction1
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3
4
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Method of the study
Literature review
Recommendations
Research finding
conclusions
MAIN FOCUSES
Introduction
Developing Primary students’ oral communication skills
Scripted role – plays improve primary students’ language skill in general and speaking skill in particular
Teachers’ and students’ attitude toward Role –play The effectiveness of using role – playThe suggested procedure of teaching dialogues for
primary students with using role - play
Literature Review “ Role play is a way of bringing situations from real life
into the classroom. In role play, students need to imagine a role, a context, or both and improvise a conversation. The context is usually determined, but students develop the dialogue as they proceed” Doff (1990: 232).
Donn Byrne (2001, p.57), role-play can be grouped into two forms: scripted and unscripted role- play
Scullard (1986:83) presents, “Scripted role – play is undoubtedly an excellent way of beginning the preparation for communicative activities since language is presented in meaningful context”.
Method of the study
Research findingsThe real situation : Using role-plays in English
lessons80% of the EFL teachers at Foreign Language Centers30% of the EFL teachers at Primary schools100% of the teacher indicated that they used role – plays
in post – reading dialogues. 87% teachers expressed that Role Play should be used in
teaching English dialogues for Primary students because its effectiveness
13% of them thought that it’s quite difficult because of the problems such as crowed classes making noise, students’ low ability, students’ shyness, not easy to control.
Teachers’ and Students’ evaluation on Students’ participation in role play activities
Research findings
Teachers’ and Students’ opinions about Students’ problems in role – plays
Research findings (cont’)
Teachers’ and Students’ suggestion by using role – play in teaching English dialogues for Primary students
Research findings (cont’)
Students’ evaluation on effectiveness of Role Play in post – reading English dialogues
EffectivenessStudents (No = 50)
(%)
I remember the content of dialogues and can communicate in real life
43 86
My English speaking and listening ability have been improved
47 94
I feel fun, cheerful and comfortable 50 100I will be more confident when speaking in English with native speakers or in a class
40 80
I participate in English dialogues lessons more actively
42 84
I enjoy learning English more 50 100My pronunciation is getting better and better 50 100Others 0 0
Research findings (cont’)
The effectiveness of using role plays in teaching English dialogues for primary students
To create an opportunity to practice the rules of social behavior and the various sociolinguistic elements of communication.
enable Students gradually become familiar with the content of normal conversation in their lives
bridge the gap between the classroom and the world outside the classroom.
Recommendations
Recommendations (cont’)
To act out a dialogue allows students to activate new vocabulary and structures.
be easy for students to discover their own level and the teacher to feedback.
To ask students to go on the stage and perform, so students have to concentrate and speak out in class actively.
help students improve their speaking skills.To make students feel safe and more willing to speak out
in the class together with the teachers’ support
Increase students’ confidence and motivation positively to excel in English.
To require students to repeat the dialogue (in phrases) after the teacher/tape/CD.
An excellent way to practice pronunciation and improve listening skill.
To make students feel fun, cheerful and comfortable in role – plays
They enjoy learning English more and participate in English lesson more actively.
EFL students feel that they are really using the language for a communicative purpose.
contribute to students’ confidence in their ability to use English.
Recommendations (cont’)
Recommendations (cont’)
To force students to remember the content of dialogues to role play without texts .
It is a good way to practice and promote their memory.
To ask students to role another person in real situations in pairs or groups .
Increase students’ interest , involvement, motivation and student – student interaction in the classroom
The suggested procedure of teaching dialogues for students at Primary schools with using role play
Step 1: Establish the setting Ask students questions to identify the contextStep 2: Pre – teach selected items ( optional) Deal with any difficulties in overall understanding
and enjoyment of the dialogueStep 3: Set a listening task and ask the students
to listen Hand out a listening task before listening or
Ask questions to check comprehension after listening
Recommendations (cont’)
Recommendations (cont’)Step 4: Ask students to listen
Let students listen to the dialogue again and follow the words of the story.
Step 5: Explain any difficulties
Explain if students find new words or phrases in the dialogue.
Step 6: Ask the students to listen and repeat
Play the recording and pause each line for the students to repeat the dialogue in chorus.
Step 7: Let students practice saying the dialogue in pairs or groups
Students read the dialogue in pairs or groups, then repeat a different role in the story from their memory.
Step 8: Ask students to practice role playing in pairs or groups
Ask students to repeat their character’s lines without the text. Students remember the dialogue and act their role in groups with actions as they speak.
Step 9: Ask students to role play Ask two or three groups to come to in
front of the class to role play the dialogue from their memory.
Step 10: Evaluate students’ acting Teacher evaluates on how role plays carry
out.
Recommendations (cont’)
ConclusionsRole play activities are really effective and should be
applied widely and regularly in teaching English dialogues for primary students
Solving ELT teachers’ great challenges in improving oral communication skills for Primary students
Role play activities should be supplement in Post - reading dialogues in English text books for students at Primary schools by Vietnam Education Publishing House.
REFERENCES[1] Blatner, Adam. (2009) Role Playing in Education, from
Adam @blanter.com.[2] Byrne, D. (1976) Teaching Oral English : Longman
Handbooks for Language Teachers. [3] Byrne, D. (2001). Role play in Language Learning,
Longman.[4] Clark, R, (1992). Index Card Games for ESL. Brattleboro,
VT: The Experiment Press.[5] Doff, A. (1990) Teach English: A Training Course for
Teachers Trainers’ Handbooks, Cambridge: Cambridge University Press in Association with the British Council.
[6] Freeman, Diana Larsen (1986). Techniques and Principles in Language Teaching, Oxford: Oxford University Press.
[7] Kenneth O. Gangel. (2008).Teaching Through Role Playing from http://www.bible.Org.// Journal.
[8] Ladousse, G.P. (1996). Role – play: A Resource Book for Language Teachers. Maley, Alan: Oxford University Press.
[9] Poorman, P.B. (2002). Biography and Role – playing: Fostering Empathy in Abnormal Psychology, Teaching of Psychology, 29(1), 32-36.
[10] Richard – Amato, P. (1996). Making It Happen: Interaction in the Second Language Classroom, from Practice to Theory: White Plains, NY: Addison – Wesley.
[11] Scullard, S (1986).Teaching Speaking Skill from Role – play to Communicative Competence via Information – gap and Information – gap activities: One Teacher’s Approach – The British Journal of Language Teaching, No 2.
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