Role Play and Foreign Language Learning.

Autor/in	Maxwell, Christina
Titel	Role Play and Foreign Language Learning.
Quelle	(1997), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Techniques; Communicative Competence (Languages); Dialogs (Language); English (Second Language); Foreign Countries; Listening Comprehension; Nonverbal Communication; Reading Comprehension; Role Playing; Second Language Instruction; Second Language Learning; Teaching Methods; Videotape Recordings; Japan + Suchen Sie Ihr Suchwort? Klassenführung; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Dialog; Dialogs; Dialogue; Dialogues; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Hörverständnis; Non-verbal communication; Nonverbale Kommunikation; Leseverstehen; Rollenspiel; Fremdsprachenunterricht; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Classroom use of role-playing in English-as-a-Second-Language (ESL) instruction in Japan is described. The purpose is to improve students' verbal and nonverbal communication skills and to link and use previously built schema, in both structured and improvised situations. Units designed around a short listening passage, a short reading passage, and viewing of an authentic videotaped segment are explained. For the listening passage, students hear a 45-second dialogue between three people, which includes introducing an individual and some small talk. After listening, the class discusses the interaction, students practice the dialogue and nonverbal behavior in small groups, then personalize it or improvise a similar situation. The reading role play begins with assignment of a 10-12 page section of a novel, then proceeds to discussion, re-creation of scenes, vocabulary practice, role plays, and finally, a question-and-answer session with observers. Brief videotape recordings of real situations, such as a job interview, are used in a similar way as the basis for structured class and small-group activities. For most students, moving from less to more structured role-playing allows students to proceed at their own pace while building confidence. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC