Designing Role Plays for the Language Class
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Date
2002-07-??
Authors
謝健雄
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Publisher
國立台灣師範大學英語學系
Department of English, NTNU
Department of English, NTNU
Abstract
本文旨在探討語言教學即席劇之設計。語言教學即席劇之建構，其考量因素色括語言情境、角色扮演、即席互動、活動扶持。語言情境與角色可以是寫實的，亦可是虛幻的。即席劇中若干例行之互動可加以戲劇化，以提升其內在之活動誘因。角色扮演之組織可在五種形式中擇一使用:小組式、雙人式、單人式、分裂式、聯合式。即席互動之程度你由台詞之多寡與創造性之高低所決定的。因此語言教學即席劇可以是沒有台詞或是只有那份台詞的，可以是創造性或是引導性的。而活動之扶持可透過下列方式進行:視覺影像、小道具、角色卡、各種提示、備用辭語。參與即席劇必備之基本知識可在活動前之討論中提供之。最後作者提出一個綜合性之規劃表供語言教學即席劇設計者參考。
This paper addresses issues conceming the design of language-teaching role plays. Constructional considerations of role plays are discussed in terms of their components: the situation, impersonation, improvisation, and task support. The situation and characters can be realistic or fanciful. The stereotypical interactions in the role play can be dramatized to increase the intrinsic motivation. The impersonation organization may take the form of group, dyad, solo, split, or joint role playing. In addition, the degree of improvisation can be managed by optimizing the amount of the script and/or creative work of the ro1e players. Thus role plays range from the unscripted to the semi-scripted, from the creative to the guided. The task support may be given via use of visuals, props, role cards, cues and prompts. It can a1so be rendered during the pre-task discussion as far as the working knowledge is concemed. At the end of this paper a checklist for role-play design is presented for the convenience of language teaching practitioners.
This paper addresses issues conceming the design of language-teaching role plays. Constructional considerations of role plays are discussed in terms of their components: the situation, impersonation, improvisation, and task support. The situation and characters can be realistic or fanciful. The stereotypical interactions in the role play can be dramatized to increase the intrinsic motivation. The impersonation organization may take the form of group, dyad, solo, split, or joint role playing. In addition, the degree of improvisation can be managed by optimizing the amount of the script and/or creative work of the ro1e players. Thus role plays range from the unscripted to the semi-scripted, from the creative to the guided. The task support may be given via use of visuals, props, role cards, cues and prompts. It can a1so be rendered during the pre-task discussion as far as the working knowledge is concemed. At the end of this paper a checklist for role-play design is presented for the convenience of language teaching practitioners.