Introduction
In recent years Odisha has become a hub of technical educational institutions. The focus in these institutions is the development of technical skills. However, it has also been observed that mere technical expertise does not ensure employability. Good communication skills are required to succeed in the profession. Hence, an attempt is being made to impart communication skills to technical students. The participation of students in English language classroom, however, is not very encouraging. There are various reasons for this, like low confidence level, stage fear, improper exposure to the target language, low enthusiasm level, and less practice of language skills etc. Moreover, most of the English language classrooms in this state are teacher-centered and the participation of the students in the classroom is very low. Reading text books and listening to lectures do not make learning meaningful. To overcome these difficulties, teachers can introduce various activity-based language learning like, Role plays, group discussions, simulations, language games and dramas etc. in the language classrooms. This study will examine the effectiveness of using one of the language learning activities like Role play as a tool to promote language development. There are many types of instructional techniques. The focus of this study is to understand to what extent role-plays help in promoting language development.
Role Play as a language learning activity
Role play is a very useful technique in learning communication skills, because it gives the learner an opportunity to practice communicating in different social contexts and in different social roles. Role play provides students an amicable atmosphere to learn the speaking skills in...
... middle of paper ...
...some suggestions for the language teachers. The teachers of English at engineering colleges should encourage the students towards learning speaking skill and explain its usefulness. They should use the effective techniques for developing their speaking skill. Role play is one of the most effective techniques that is cost free and easy to conduct in regular classroom. Teachers should make arrangements in the classroom for the role play performances.
References
Ladousse, G.P. (1987). Role play. Oxford University Press, USA.
Larsen- Freeman, D. (2000). Techniques and Principles in Language Teaching. Oxford University Press, USA
Robinson, P.G. (1981). Role playing and Class Participation. English Language Teaching Journal, 35(4), 384-86
Blatner, Adam.(1995). Drama in Education as Mental Hygiene: A Child Psychiatrist’s Perspective. Youth Theatre Journal, 9, 92-96.
” Drama for Students. Ed. Anne Marie Hacht. Vol. 21.
Galens, David, and Lynn M. Spampinato, eds. Drama for Students. Vol. 2. Detroit: Gale, 1998. Print.
Galens, David, ed. Drama for Students "resenting Analysis, Cntext and Critism on Commonly Studied Drama" . Vol. Volume 1. Detroit : Gale Research , 1998 .
An opportunity was given to practice our social work skills through creating a role play video. This essay will consist of my overall reflection of completing the role play video in addition to assessing a colleague’s role play video. The following points will be addressed, “An explanation of any insights you gained from the experience. An explanation of the challenges you experienced in planning and executing the role play. An explanation of the specific techniques you used and why you used them. A brief description of the colleague’s role play video you selected. A critique of what your colleague did well in the video you selected and an explanation of areas in which your colleague might improve his or her approach and why (Waldenu.edu, 2016).”
Lazarus, Joan. "On the Verge of Change: New Directions in Secondary Theatre Education." Applied Theatre Research 3.2 (July 2015): 149-161. EBSCOhost, doi:10.1386/atr.3.2.149_1.
Rogers, S. and Evans, J. 2006. Playing the game? Exploring role play from children's perspectives. European Early Childhood Education Research Journal, 14 (1), pp. 43--55.
Socio-dramatic play benefits children by developing social and oral interaction with peers, and extending their vocabulary with topic related language. Educators can set up socio-dramatic play areas so that they contribute to developing the children’s emergent literacy skills. Fellowes and Oakley state that educators can facilitate emergent literacy learning in a socio-dramatic play area by including writing materials that can be easily included in play, for example, note pads and clipboards. Another way to facilitate emergent literacy is to include real texts such as signs in the play area, but these texts must be relevant to the experiences of the children (2011). An example of a socio-dramatic play area that helps develop emergent literacy skills is a restaurant or café. To allow the children to have opportunities to develop their emergent literacy knowledge while playing in this socio-dramatic play centre, the educator could add these literacy related
Rajapaksha. “Promoting Oral Language Skills in Preschool Children through Sociodramatic Play in the Classroom.” International Journal of Education and Literacy Studies, vol. 4, no. 1, Jan. 2016. CrossRef, doi:10.7575/aiac.ijels.v.4n.1p.15.
“The Advantages of Using Drama as a Method of Education in Elementary Schools”. 1997. Web. 16 June 2014.
But why is psychology so pertinent to modern drama? Modern drama, specifically, seems to focus on the more dark and twisted things in human nature, and what can be the darkest and most twisted creations besides the mind? C. Bigsby, in his article titled, Drama As Cultural Sign states, “drama has always had the power to engage the present in a way that is less true of other genres.” Again, modern drama especially seems to focus on psychology. It is engaging to the audience, and an interesting new subject to explore in drama. There are far too many examples of psychology used in modern drama to focus on in this essay, but a few to name have been read in class, such as Machinal, A Doll’s House, The Birthday Party and even Angels in America. It is true that every play in existence incorporates psychology into it, but modern plays, and these specifically, make it much more obvious and almost seem to take it upon themselves to purposely make the audience uncomfortable and push the audience into a position where they are forced to recognize some sense of surrealism in life and a basic sense of “screwed-up”ness, as it were, that exists in life.
Historically, drama, and indeed all areas of the arts, have been seen to make an unimportant contribution to society as a whole. As recently as the mid to late 20th century, the arts were seen as a luxury, and a purely leisure exercise or hobby, with only gifted children having access to classically defined art forms such as music or art. This ideology still exists in some form today, although the arts are beginning to be recognised as an integral part of our everyday and working lives. Many drama practitioners and educators consider the arts to be a growing power within the economy, and that drama has benefits to society, culture, and a person’s inner development. These benefits have shaped the incorporation and delivery of drama within Queensland schools. This essay will examine how, by teachers delivering a rich aesthetic experience to students through drama in schools, students are provided with opportunities to develop self identity and equipping them with a skill set that is transferable across a variety of learning areas.
A major proportion of class time is taken up by teachers talking in front of the classroom(Nunan & Bailey, 2009). No matter what teaching strategies or methods a teacher uses, it is necessary to give directions, explain activities and check students’ understanding (Richards & Schimdt, 1985). This clearly emphasizes the importance of teacher talk in language classrooms. Walsh (2011) claimed that teacher talk is more important in language classroom than any other classroom since in this context the language being used by teacher is not only the means of acquiring new knowledge; it is also the goal of the study.
This article is based around the 5 elements for effective oral language instruction; they are useful information that teaches about the development of oral language in a classroom. These five components focus on these concepts to: 1. Develop listening & speaking skills, which are instructions to develop students ability to listen and speak well. From this children develop conversational skills which will influence how they interact with others; this will also increase their vocabulary, and also help develop strategies. An example that a teacher could use is "questioning technique" where they give the student time to think of their answer. 2. Teach a Variety of spoken texts, which teaches about 7 functions of oral language. For the student to be able develop understanding they have to be taught the different types of oral languages. 3. Create a language learning environment, this teaches about 3 elements of importance in a supportive classroom suitable for learners where they will feel safe and nurtured. Students will have their own way of learning, so as a teacher it is important to value students and their style of learning. This may be physically, culturally and also so that communication is happening at all times in the classroom environment. 4. Teach and extend vocabulary and concep...
To facilitate or participate in any classroom activities requires the use of oral language. Talk is significantly important because "language that is heard must be understood before the language that is read can be decoded and understood" (McCandlish, 2012, pg. 9). Specifically, Halliday (1975) categorised language into seven different functions each with its own purpose, allowing students to comprehend that language like writing has different genres and can be formal or informal, depending on the audience, context or purpose.
In most institutions of learning today, the classes are made up of students from different ethnic backgrounds. These have different traditions and also speak different languages. In a typical classroom, the majority of the students will speak the same language. The teacher must then employ strategies which will accommodate all the students in the class. This will ensure that every learner gets the best quality of education. This will enable them to be better prepared for career and expressing themselves. In this paper, strategies to assist learners of the English language in their literal development for third grade learners. In the paper, three strategies that can be used by the teacher will be discussed. New strategies and research that will help the English language learners to gain in depth mastery of the language will also be discussed. Due to the widespread learning of the English language in most schools, addressing issues of the language learners is of vital importance. Teachers should have the understanding that cultures are what give someone identity and therefore no student should leave their culture for another. Instead, there should be the blending of different cultures so that students can appreciate and learn from each other.