Impersonation as an Optional Module of Language-Teaching Activities

Abstract

語言教學活動可由模組成份建構之，亦可分解為模組成份(如：角色扮演、故事陳述、資訊轉換、問題解決等等)。角色分演可做為戲劇等活動之固有模組成份，亦 可做為其它活動之附加模組成份：本文旨在探討語言教學活動中附加之角色扮演成份。本文依次在二十六種教學活動之架構中討論附加之角色扮演成份，以活動實例 說明角色扮演如何融入這些活動，以及如何與其它模組成份協同運作。本文有三點結論。第一，課堂活動可由模組成份建構之，本文對此觀點有若干程度的支持。第 二，角色扮演和其他幾乎所有的模組成份是相容的。第三，角色扮演在課堂中擴大語言使用的範圍，並增加語言使用與真實世界的關聯性。

Language-teaching activities can be constructed from and analyzed into modular elements (e.g., impersonation, storytelling, information transfer, and problem solving). Impersonation may be an essential module of some activities (e.g., drama and role plays). It can also serve as an optional module of other activities. This paper examines impersonation as an optional module of language-teaching activities. The optional module is considered within the frame of each of 26 different types of classroom activities. Examples are cited to illustrate the incorporation of impersonation into the activities and the ways in which it comes into operation in conjunction with another module or other modules. The result of this study has several implications for teaching and research. First, this study lends some support to the view that classroom activities may be composites of modular elements. Second, impersonation is congruous to almost all other modules. Finally, impersonation widens the range of language use inside the classroom and enhances its real-world relevance.