Volume 02 Issue 09-2022
29
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
09
Pages:
29-32
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The article is devoted to the topic of using the method of role-playing games / simulations in teaching students a
foreign language. Special attention is paid to the question how this method can be used in universities to encourage
students to use maximally the foreign language in class. The authors pay attention to the fact that the types of role-
playing games can be different depending on the level of difficulty and language skills of the students, and that the
correct choice of role-play appropriate to the level of the group knowledge is required. The article demonstrates that
role playing games are extremely useful and can help students to root their knowledge and to learn a foreign language
for professional purposes.
KEYWORDS
Communication, methods, discursive, communicative approach.
INTRODUCTION
In Uzbekistan, the main focus of communicative
language teaching (within activities and games)
method is to help the learners/students/pupils to learn
a language so that they can use it to communicate
meaningfully in any real life situation. Throughout the
history of education, teachers and other educators
have been on a constant search for new and improved
methods of introducing and implementing knowledge
Research Article
THE IMPORTANCE OF ROLE-PLAYING GAME IN TEACHING ENGLISH IN A
NON-LINGUISTIC UNIVERSITY
Submission Date:
September 09, 2022,
Accepted Date:
September 18, 2022,
Published Date:
September 27, 2022
Crossref doi:
https://doi.org/10.37547/ijp/Volume02Issue09-07
Nazarov Rustam Irkinovich
An English teacher of Tashkent state transport University, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 02 Issue 09-2022
30
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
09
Pages:
29-32
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
into the minds of their students. One such tool was the
implementation of role play. What is role-play? Role-
play is any speaking activity when you either put
yourself into somediv else's shoes, or when you stay
in your own shoes but put yourself into an imaginary
situation! Why use role-play? It is widely agreed that
learning takes place when activities are engaging and
memorable.
Jeremy Harmer advocates the use of role-play for the
following reasons: It's fun and motivating.
1
Quieter
students get the chance to express themselves in a
more forthright way. The world of the classroom is
broadened to include the outside world - thus offering
a much wider range of language opportunities.
To
practice and consolidate each aspect of the language
of the game, it is customary to divide it into the
following categories: lexical, phonetic, grammatical,
spelling, creative games
2
.
In recent years, the idea of using role behavior in
learning a foreign language has been supported by the
"role theory", according to which every person in life
performs several social roles: for example, in the family
– the role of a parent, at work – the role of a cook, a
driver. In our opinion, games really improve students’
speaking, vocabulary, listening comprehension. Role
games help to create psychological readiness of the
learners to speech communication, they make natural
necessity of frequent repetition of the learning
material, and they train learners to choose the
necessary speech patterns. The social role is an
element of public relations: the environment acts in
relation to a person as primary socialization. Natural
social roles in educational conditions are reduced to
1
Role Play - Gillian Porte Ladousse (Oxford 1987), The
Practice of English Language Teaching - Jeremy Harmer
(Longman
1989)
https://www.teachingenglish.org.uk/article/roleplay
two: teacher – student.
When using role-playing as a
means of learning, they usually talk about "secondary
socialization", imitating the first in its most essential
features.
Social roles within the framework of
secondary socialization artificial.
The measure of
conditionality can be different: transformation into
real people, into literary characters, heroes of fairy
tales.
Students often do not realize the educational
tasks of role-playing games. From the position of a
teacher, role-playing looks like one of the forms of
teaching dialogic communication.
The educational
situation in role-playing games is built up as in literary
plays, which implies a description of the situation, the
nature of the actors and the relationship between
them.
Role-playing contributes to the formation of
educational cooperation.
Students get acquainted
with the technology of the theater. The reincarnation
of students helps to increase the psychological range,
understanding of people around them.
Before
conducting a role-playing game, it is necessary to study
the language material with the help of training
exercises, work on developing skills that will allow
students to concentrate on the meaningful side of
dialogic speech.
At the end of the role-playing game,
the teacher should adequately assess the contribution
of each student to the preparation and conduct of the
game.
In addition to language skills, the teacher
evaluates the expressiveness of role behavior, student
activity.
When it comes to using role play in teaching,
there are many ways to go about it, and it can be used
in most contexts. Role play can be used in the
classroom for various reasons, Porter-Ladousse gives
five examples that encompass most reasons as to why
role play should be used:
3
1. Training speaking skills in
any situation 2. Building up social skills 3.
2
Stronin, M. F. Obuchayushie igri na uroke angliyskogo
yazika / M. F. Stronin - M.: Prosveshenie, 1984. - 112 s
3
Porter Ladousse, Gillian. “Role Play.” 1987
Volume 02 Issue 09-2022
31
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
09
Pages:
29-32
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
Experimenting with language in a safe environment 4.
Boosting the confidence of shy students 5. It is simply
a technique which students often enjoy participating
in. Bell states that role play in EFL can be divided into
has different forms, and each has its use when it comes
to EFL.
4
These include: 1. Conflict role play 2.
Cooperative role play 3. Information gap role play 4.
Task-based role play. Role-playing has a number of
advantages over other forms of activity in the
classroom: it simulates a communication model,
organizes comfortable conditions for students (taking
the role, the student becomes more relaxed, feels freer
and
speaks
better),
creates
motivation
for
communication; the game teaches partnership and
joint activities, students have the opportunity to show
their creative and communication skills.A role play
needs to have clear learning objectives, encourage
spontaneity, maintain motivation, activate background
knowledge and involve all students
5
. Within an EFL
classroom, role play (which could also include
simulations, plays, sociodramas, etc.) is usually used as
a tool to practice speaking and communication skills. It
serves as a means of providing real-life context to
specific linguistic elements. Additionally, it is often a
welcome way to change the pace of a lesson. Role play,
as a means to practice English, is something most
teachers implement on a regular basis, since learners
find it a lot easier to connect various vocabulary and
grammar elements when provided by a real-life
situation that calls for the use of said elements. There
are a lot of role-playing games to teach students.
Examples of role-playing games include the following
exercises: 1.Guess who I have. 2.Guess the author. 3.
Literary puzzle. 4. Restoration of the story. 5. If I
4
Bell, Aaron. Four Types of Role Plays for Teaching English.
2014.
were… 6. Ranking. 7. Noah's Ark 8. The story along the
chain and etc.
1.Guess who I have.
Students are divided into pairs.
They receive cards with images of writers and poets of
different eras. You can't show cards to each other.
Working in pairs, the players ask each other questions
to find out which of the writers is depicted on the
partner's card. (When was this person born? Where
was he from? What did he/ she write about? and etc.).
2.Guess the author.
The participants of the game are
divided into pairs. One player receives the name of the
work and tries to tell his friend about this work,
without naming the name of the work. The second
student tries to guess the work.
4.Restoration of the story.
Each participant receives a
piece of paper with one sentence from a certain story.
He is not allowed to show the sentence to anyone or
write it down, he must memorize this sentence (two
minutes are given for this). Then the teacher collects all
the sheets and reads out each sentence. The players
listen to them, and then each of them, in accordance
with a logical sequence, calls his sentence in turn.
5. If I were…
The teacher invites the players to imagine
themselves in the role of a famous writer or literary
character and try to explain from his point of view what
he wanted to show in his work.
6.Ranking.
Students are offered lists of writers and
poets known to every student of philology. Everyone
should number according to the degree of importance,
in accordance with their own views and beliefs of all
literary figures. Then, during the discussion, everyone
5
Chan, Cecilia. “Assessment Role Play.” 2009.
Volume 02 Issue 09-2022
32
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
09
Pages:
29-32
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
should justify their approach to assessing these figures
and discuss their significance with their comrades.
7.Noah's Ark.
The players are reminded of the myth of
Noah's Ark and are invited to make a list of those
literary works that need to be preserved for future
generations, and discuss this list.
8.The story along the chain.
The players are invited to
compose a story on a given topic together along the
chain. A description of the situation or a general plot is
given, which must be developed to the level of an
expanded text. You can also give the players cards with
working materials (recorded reference thoughts,
keywords, phrases, etc.) to help them compose
specific text fragments. The support can be drawings,
photographs, slides, etc.
In conclusion we can say that, role-playing is a very
promising form of learning, as it contributes to the
creation of a favorable psychological climate in the
classroom; increases motivation and activates the
activity of students; gives the opportunity to use
existing knowledge, experience, communication skills
in different situations. The main goal of this
communicative roleplaying game is to develop
students’ communicative skills; the related goal is to
intensify their motivation and cognitive activity. It is a
great method for teachers and trainers as it is an
entertaining activity which makes every student be
involved in the process.
Role-play can be a lot of fun. If
you still feel reluctant to use it in the class we suggest
you begin to integrate it slowly. Why not extend an
appropriate reading or a listening from a course book
and turn it into a role-play? You may be pleasantly
surprised by the results!
REFERENCES
1.
Role Play - Gillian Porte Ladousse (Oxford 1987),
The Practice of English Language Teaching -
Jeremy
Harmer
(Longman
1989)
https://www.teachingenglish.org.uk/article/rolepl
ay
2.
Stronin, M. F. Obuchayushie igri na uroke
angliyskogo yazika / M. F. Stronin - M.:
Prosveshenie, 1984. - 112 s.
3.
Porter Ladousse, Gillian. “Role Play.” 1987
4.
Bell, Aaron. Four Types of Role Plays for Teaching
English. 2014.
5.
Chan, Cecilia. “Assessment Role Play.” 2009.
