ROLE- PLAY AS PART OF COMMUNICATIVE APPROACH IN EFL TEACHING


  • A.G. Bilova
Keywords: drama, communicative approach, role-play, story dramatization, parody, play

Abstract

The article is devoted to one of the innovative, alternative methods in EFL teaching. Teaching oral speech with the help of role-play has been examined. The author puts particular emphasis on the close connection of role-play with communicative approach in EFL teaching.  It has been stressed that role-play heightens self-esteem, motivation, spontaneity, increases capacity for empathy, and lowers sensitivity to rejection. All these facilitate communication and provide an appropriate psycholinguistic climate for language learning. The author considers that role-play is a source of fresh ideas and relieves the monotony of education. Role-play is considered to be one of the types of drama activity. The experience of role-play putting into practice in home-reading classes has been described. The author comes to the conclusion that the use of role-play as drama activity in Teaching English as a Foreign Language can be used as an innovative technique in language teaching. Using drama to teach English results in real communication involving ideas, emotions, feelings and adaptability; in other words an opportunity to use language in operation which is absent in conventional language class.

References

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2. Holden Susan. Drama in Language Teaching/S. Holden. - London: Longman, 1981.
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6. Stern Susan. Why drama works: A psycholinguistic perspective. /Oller, Jr. J. W. and Richard Amato P.A. (Eds.) Methods that work - Rowley: Newbury House Publishers Inc., 1980.
Published
2019-09-07
How to Cite
Bilova, A. (2019). ROLE- PLAY AS PART OF COMMUNICATIVE APPROACH IN EFL TEACHING. English and American Studies, (16), 59-65. https://doi.org/https://doi.org/10.15421/381907
Section
ENGLISH LANGUAGE TEACHING AND THE ISSUES OF MULTILINGUALISM