Международная научно
-
практическая конференция
«Современные тенденции при обучении
иностранному языку в XXI веке»
300
BENEFITS OF “ROLE PLAY” ACTIVITY
Zahidova M.F.
Tashkent Pediatric Medical Institute, Foreign Languages Department
muxlis8989@mail.ru
Annotation.
In this article we focus on the process of teaching
communication skills in small groups through the use of role-play. The rationale for
focusing on role-play is that the most rigorously conducted studies of
communication skills that demonstrate behavior change used this method. The use
of role-play in small groups is an important method to help learners cultivate the
skills required to engage in nuanced, often difficult conversations with seriously ill
patients. To be effective, educators utilizing role-play must help learners set realistic
goals and know when and how to provide feedback to the learners in a way that
allows a deepening of skills and a promotion of self-awareness.
Key words.
Role play, teaching English, create, practice, activity, interesting,
thinking.
RELEVANCE
Role playing is an important communicative activity. It allows your students
to practice the target language in a safe environment where mistakes are no big
deal. They
’
ll get a feel for what it
’
s like wielding the language in different
situations and contexts.
Role playing is especially beneficially for developing
language. This is for both students with English as an additional language and for
native English speakers. As well as vocabulary and language, role play develops
learners communication skills as they communicate with each other in a safe
environment.
PURPOSE
Role playing exercises encourage students to think more critically about
complex and controversial subjects and to see situations from a different
perspective. When properly employed, role plays can motivate students in a fun
and engaging way.
RESEARCH MATERIALS
Role-playing is a useful method of communication when participants
require a boost of confidence. This is because using role-play is a reliable way to
get participants to look beyond their concerns and fears. Instead, they transform
those feelings into determination and strength. Roleplaying is where you pretend
to be another character in a make-believe setting. There are three main types of
roleplay: text-based, live-action, and tabletop. Text-based roleplaying takes place
online and focuses on writing. Role-playing is a classic method for teaching
Международная научно
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практическая конференция
«Современные тенденции при обучении
иностранному языку в XXI веке»
301
communication skills. To use this technique, students act out skills after
discussing them. For example, appropriate posture or div language. Role-
playing should always focus on full group participation and mutual respect.
Because communication skill building requires risk taking on the part of the
learner (e.g., trying out new behaviors in front of a group) the development of a
safe learning environment by the educator is critically important. For an educator
facilitating a group of early learners, episodic groups, or groups with little
knowledge of one another, the most important aim for the educator is to establish
and maintain a learning environment in which participation is valued, feedback is
justified and constructive, the awkwardness of learning process is normalized,
and does not highlight deficiencies or embarrass learners publicly. These aspects
of a con
structive learning environment are often summarized as “safety.” Role
-
plays can be constructed in several ways, all of which have different strengths that
can influence the safety and efficacy of the group. Group size is a practical
consideration. For a group of 4
–
8 learners, using a single role-play with a faculty
facilitator who solicits feedback and input from the group can be very successful
because most or all of the learners can take an active role at some point, while not
feeling pressured to speak when they have little to say. The simplest version of
this is the demonstration role-play, which is an observed role-play in which an
educator and a “patient” engage in a communication encounter that can then be
deconstructed with the small group. Learners can be assigned specific roles for
observation, e.g., attending to nonverbal cues, patient emotions. This tact can
allow for discussion of the cognitive approach and identification of affect. It
engenders the least amount of anxiety for the learners but can still be engaging
and interactive for the group. It is a good choice for early learners, a group that
has not worked together before, or a group known to be resistant to role-play.
RESEARCH RESULTS
Be inclusive with your interactions, pay attention to your roleplaying
partners, and make sure you
’
re giving as much as you
’re taking away. A “good”
roleplayer doesn
’
t need to write novels to be good
–
they just need to be involved,
and make sure their partners are involved too. Pretend play (also known as
dramatic play or role play) is critical for developing oral language. Researchers
discovered that learner engaged in pretend play often use higher forms of
language than they would use in normal situations. This makes sense because
they are pretending to be someone else, oftentimes, adults.
But, of course there is disadvantage side of this activity. The disadvantages
of applying role-plays are: It requires expert guidance and leadership. Sometimes
participants may feel like threatened. Strongly depends on students
imagination.ad here teachers
’
role should be great. Moreover, the teachers
’
role
has gone beyond teaching. Their role now involves counselling students,
mentoring students, and teaching them how to use and apply knowledge in their
lives. Teachers are now looking for ways to impact students on a different level
Международная научно
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практическая конференция
«Современные тенденции при обучении
иностранному языку в XXI веке»
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and even inspire them to be more and do more. One of the top roles a teacher must
fill is that of a resource specialists. There will be many people who will come to
the teacher seeking information. Even if the person is only seeking a source of
information, the teacher is the one who must know how to find what the student
is looking for.
CONCLUSION
Learner places themselves in another
’
s shoes. Role play should build on the
learner
’
s previous knowledge and experience. Role play enables people to
experience a situation from the past or to prepare for a future situation.
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