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- acting out of a particular role, either consciously (as

a technique in psychotherapy or training) or

unconsciously (in accordance with the perceived

expectations of society).
T
î„   first used this technique in the !"#$

with their patients. s a psychiatrist, he realised that his

patients gained more by exploring their problems by

acting them than by talking about them.

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ërookall and xford (1990) used the terms

´simulationµ, ´game," "role-play," "simulation-

game," "role-play simulation," and "role-playing

game" often interchangeably.

 
„  is viewed as complex, lengthy and quite inflexible.


„  is viewed as quite simple, brief and flexible.

 
„  simulate real life situations, while in 

„  the

participant is representing and experiencing some character type

known in everyday life (

carcella and xford, 1992).

 
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„ 

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 )./)
-encourages thinking and creativity;

-lets students expand and practice new language and behavioural skills;

-can create the motivation and involvement necessary for learning to occur;

-improves communication skills;

-increases social awareness, independent thinking, verbalization of opinions;

-expands values and appreciation of the art of drama;

-intensifies and accelerates learning;

-improves the skills of initiative, problem-solving, self-awareness, working ;

cooperatively in teams, and prepare students to real life situations.

)„
 (#$$'- indicated that "role play is one of a whole gamut

of communicative techniques which develops fluency in language

students, which promotes interaction in the classroom, and which

increases motivation." n addition, he pointed out that role play

encourages peer learning and sharing the responsibility for learning

between teacher and student. e suggested role play to be

0
 h„
 h  1  h 2
  h „ 0 


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, and with suitable and effective role-

play exercises, teachers can meet an infinite variety of needs.

 T„h  
-  h  „ 

 of the role play
-generally   „ 
„  
„ once the structure is set
î (!"+#-* "...the teacher becomes the   , and controls
the event in the same way as a traffic controller, helping the flow of
traffic and avoiding bottlenecks, but not telling individuals which
way to go."
-keeps a quite &
  and students are free to interact with
each other spontaneously
-t is the teacher·s duty   „ „ „   inside the
classroom before using role playing as a technique
 T„h  
-nother important aspect is the process of h  h
„  


 that will perform the role play.
tudents must relate to others
so that the social skills are effective. Teachers must also be aware of
the students· level so that students won·t be discouraged and their
knowledge gap doesn·t turn role playing into an intimidating and
difficult activity. The main goal of role playing in class is not the
language itself, rather the goals defined be the teacher; whether it
is a matter of stimulating students· imagination or their speaking.
-The „% after the activity is an important thing to do, either
to discuss if the goal of the activity was achieved or, in case the
teacher videotaped the activity, to show students where they made
communication effective or less effective.
Th   
 „    


 „ h„  
  „
„
 !!„   
„
! ) (indicates the minimum (and sometimes maximum)
level at which the activity can be carried out)
# T  (may depend on whether students need to read
articles, reports, etc)
3   (indicates the broader objective of each activity, such
as increasing confidence or becoming sensitive to concepts
expressed in language.
' )„
„  (indicates the language the students will need,
such as structures, functions, different skills, work with register,
or intonation patterns)
 !!„   
„
4  „ 5„ (   &hh h „   
„ & %
 

& %* „  h „ „* h& „ 

h
   „h 

-
6 / 
„ „  (indicates anything that needs to be done before
class)
, 7„ 8

(involves ideas to focus the students' attention and
get them caught up )
+ / 
 (involves a step-by-step guide to the activity -
michards (1985), for example, recommends a six step
procedure for role playing: !
  „  „   # „   „
 3 „   
  

h 
„ & h h h
  „  '          „  
„% 
    h 
„ & h
 „  4 &8

6 
„  h 2

 !!„   
„
" &8

(indicates activities that are done after the activity,
perhaps as homework)
!$„ % (may be of general interest or may be warnings about
special difficulties that may arise)
!!9„ „  (can be used with different types of classes or
different levels)
.1„
:
adousse's 11 factors to ërookall and xford's (1990)

"sland ame." The 0„ ;„0 is both an extended ice-

breaker and collective decision-making activity which can help

develop a range of skills in the target language. The simulated

situation is one in which the group has been stranded on an

island.  volcano will erupt in 30-60 minutes, so an escape plan

must be implemented quickly. 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.

): dvanced practicalskills,etc.,andwiththetopthree
T : 1/2hoursforthemaingame,1hour preferredislandsindicated.
forfollow-up / 
: Thegroupmakesdecisionsto
 : cebreaking,developingskillsin reachaconsensus.Theteachermakes
decisionmakingandcooperation. surethateveryonestandsupandmoves
)„
„ :
anguageskillsareusedto around.ëhangescanbemade(suchas
revealthingsaboutoneself,express boatsbeingdeclaredunseaworthy,or
agreementanddisagreement,persuade, islandsdeclaredoutofbounds)whena
defendapointofview,elicitcooperation, groupseemstohavemadeadecision
analyzedata,andmakejudgments. "tooeasily."Thetimeuntilthevolcano
ifferentskillsareenhancedsuchas explodesisperiodicallywrittenonthe
listening,understandingdirections, board.
initiating,speaking,writingandreading. &8

:
mallgroupsrankorderand
 „ 5„ : holeclassandsmall discussthefivemainfactorsthatledto
groupsof3-7students. theirdecisionsaboutforminggroups,
/ 
„ „ „7„ 8

:
tudentsmust choosingislandsandescapeboats,etc.
nottalk.Theyaregiveninformationon 9„ „ : achgroupdevelopsasociety
lifeboatnumbersandcapacities, onitsnewisland,completewithapolitical
neighboringislands,etc.achstudent structure.Theydrawupasetofguidelines,
mustcompletea"personalprofile"with orconstitution,forthecommunity.
accurateinformationonsex,age,
nationality,background,employment,
 · /„.1„

-7h„   %  %<
tudents, in turn, try on props and
accessories such as a white coat, glasses, wig and hat.
The other students comment on their changed
appearance. Follow-up discussion can focus on uniforms
we wear in our daily lives.

-/ 
 
„.
tudents identify with persons in
photographs, write his/her imaginary biography, and
interview each other in their roles. This provides practice in
simple past tense.
 
 · /„.1„

- h : „   &<
tudents practice making polite
requests. They are given picture cards showing cooking
ingredients that they either need or have a lot of. They
explain what they are cooking, and must borrow ingredients
from each other.
-; 


 „  Two students improvise a scene, and
others join and leave the improvisation, tying their roles and
exit into the improvisation.
- & h  
tudents role play persons in a conflict. n
the teacher's signal, roles are switched. iscussion can
center on how strong emotions are expressed in different
cultures.
 
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