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RAISING STUDENTS’ CONFIDENCE IN SPEAKING A FOREIGN
LANGUAGE THROUGH ROLE-PLAYS
Abdullayeva Aziza student of Uzbek State World
Languages University scientific advisor:
Matyoqubov J.
Abstract:
One of the current approaches to instructing moment or outside dialects is
the communicative approach. Individuals communicate and arrange meaning day by
day and in numerous ways. They oversee to form themselves caught on and get it their
addressees. Consequently, communicative exercises make use of real-life
circumstances which require communication. Thus, instructors oversee situational
exercises within the classroom in arrange to cultivate learners’ inspiration to take part
in a errand, to connected with the others and utilize the target dialect effectively.
Keywords
:
dialects, communication, communicative need, retention, exchanging
information, conversations, dramatic plays
Speaking is fundamental to human communication. In our daily life most of us
speak more than we write, yet many English teachers still spend the majority of class
time on reading and writing practices almost ignoring speaking and listening skills.
However, the more you practise the more you will improve your own oral skills. The
importance of English as an international language is in a continual growth. More
learners want to master the language and speak it fluently. Yet there are obstacles to
make this subject matter easy to handle. The process of learning any language is done
through reading, listening to someone talking, watching something being done, and
doing something oneself. Of course, different individuals have different ways of
learning, and variable strengths according to how they obtain the information to be
learned. If we look at the various ways of learning, then reading appears at the bottom
of the list.
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The troublsome information is difficult to absorb and understand, and retention
tends to be short lived. Listening to a lecture appears far down on the list, almost as low
as reading. However, watching something being done, on a video or on a film, is a little
more effective, best if it is live. At the top of the list, when the students are involved in
the activity, absorption is faster, more complete and more concentrated, and retention
is much greater. In all conversations, people are genuinely exchanging information.
That is something that one person does not know and wants to find out, and that is a
reason why the person asks the question. In fact this person has a personal need or a
“communicative need”. Although this is not the only reason why people communicate
in real life, it is one of the most salient reasons because most of the time people talk in
order to tell others things they do not know, or to find things out from them.
Role-play is an action that brings variety and development into the classroom.
Through role-play, learners will upgrade their communicative aptitudes. The center is
on the utilize of the communicative approach to educate talking and tuning in abilities
emphasizing more familiarity than exactness. With respect to the address which one is
the foremost effective, the perfect would be both of them. Precision can be yielded to
fluency because when learners got to communicate their primary point is to get it and
be caught on. Thus, propelling learners through a communicative movement affects
them to hone their aural abilities and make strides them.
Role-play is the most familiar type of drama activities used in the
classroom.Research shows that the interpretation of role-play varies among teachers.
Generally speaking, role-play involves learners to perform an imaginary role in a
hypothetical or a real situation. Students practise the language through interaction, a
role they may be faced with outside the classroom. Role-play is an activity in which a
person takes a role that is imitation of reality or imaginary. Learners are involved in
spontaneous interactions in order to try and complete a task. According to Hyland
(1993, P. 16): “Role-plays are often set up to practise particular languagefunctions in a
highly controlled context and are relatively simple and short.”
With similar ideas Gaudart states that the most common form of “role-play” is to
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select a dialogue, give roles to the learners and get them read the parts aloud with the
teacher’s help for correction.
There are different types of role-play. For example there are dramatic plays, story
dramatization and sociodrama, seminar style presentations, debates and interviews.
Teachers may choose one or the other according to their objectives and aims.
Furthermore, the choice is linked to the learners’ background and level. Roleplays used
with weaker students, or beginners differ from the one used for intermediate, advanced
or more proficient students in an EFL classroom. Therefore, the activities chosen and
the roles assigned to the participants should be relevant to their language needs.
Students should make themselves understood when conversing and exchanging
information using their current proficiency the fullest. Therefore through well prepared
communicative activities such as role-plays learners’ are encouraged to experiment and
innovate with the language. Hence create a supportive atmosphere that fosters their
participation without fear or embarrassment. This will contribute to their self-
confidence as speakers and to their motivation to learn more.
In conclusion, such kind of communicative activities, namely role-playing allow
learners to practise using all of the language they know in various situations that
resemble to real settings. Students work together to develop a plan, resolve a problem
or complete a task. Role-playing is one of the tasks which create a situation for learners
to actively interact in the language, thereby making language learning more meaningful.
References
1.
K., & Morrow, K. (1981). Communication in the classroom. London: Longman;
2.
Journal of Uzbek language and literature, 1/2010, - Fanil Tashkent, 2010
3.
Lightbown P.M. (2001). ‘How languages are learned’ (2nd edition) New York:
Oxford University Press
4.
Dalieva, Madina Khabibullaevna. "Teaching speaking through interactive
activities." NovaInfo. Ru 124 (2021): 41-42.
5.
Далиева, Мадина Хабибуллаевна. "Классификация сленга в нестандартных
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in the globalized world
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вариантах." NovaInfo. Ru 1.95 (2018): 52-55.
6.
Dalieva, Madina. "NAVIGATING THE INTERPLAY OF TERMINOLOGY,
LANGUAGE, AND KNOWLEDGE." Academia Repository 2.11 (2023): 24-27.
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Dalieva, M. Kh. "ISSUES ON STUDYING CONCEPTUAL MEANING OF A
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