the application of roleplay in junior english teaching试论角色扮演在初中英语教学中的应用资料.docx

the application of roleplay in junior english teaching试论角色扮演在初中英语教学中的应用资料.docx

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theapplicationofroleplayinjuniorenglishteaching试论角色扮演在初中英语教学中的应用资料

TheApplicationofRole-playinJuniorEnglishTeaching

Introduction

Theultimategoalofforeignlanguageteachingistoenablethestudentstousetheforeignlanguageinworkorlifewhennecessary.ButthepresentpracticeintheEnglishlearning&teaching（ELT）classroominChinacouldnotprovidesatisfactoryconditionsforbothteachersandstudentstoachievethegoalsbythetraditionalteachingmodel.HowtomakeEnglishlearnersfeelthereallanguagesituationandcontextwhenlearningEnglishisworthstudying.Role-playisaneffectivewaytomakeEnglishlearnersreachthegoal.Thispaperaimstoattempttostudytheapplicationofrole-playactivitiesinjuniorEnglishclassroom.

Beforethediscussionoftheapplicationofrole-playinjuniorEnglishteaching,thewriterwantstodoabriefintroductionaboutrole-play.Role-playisalearningactivityinwhichyoubehaveinthewaysomebodyelsewouldbehaveinaparticularsituationfromtheOXFORDAdvancedLearner’sEnglish-ChineseDictionary.Inpedagogy,itisacommonlanguagelearningactivitywherestudentsplaydifferentrolesandinteractfromthepointofviewoftherolestheyplay.Aseveryoneknows,mostofjuniorstudentsaretiredofEnglishforrememberingwordsorgrammar.VanMents（1989）inhisbookclaimedthatamajoradvantageofrole-playwasthat“itwashighlymotivatingandgavestudentssimple,directandrapidfeedback…”Sorole-playactivitiescanhighlymotivatestudents’interest.Inrole-playactivities,studentsareencouragedtoactivelyparticipateinactivitiesthataredesignedtopromotetheuseofthelanguage.Role-playactivitiesprovidestudentsopportunitiestopractiseEnglishinasafeandrelaxedatmosphere.Infact,role-playhasbeenoneoftheeffectivewaysespeciallyinEnglishteaching.

Thispaperconsistsofthreeparts：

Part1isthecausesofusingrole-playinjuniorEnglishteaching,Part2istheapplicationofrole-playinjuniorEnglishteachingandPart3istheimportantpointsinrole-playinjuniorEnglishteaching.Let’sstudythemstepbystepthroughthispaper.

1．Thecausesofusingrole-playinjuniorEnglishteaching

1.1ThecurrentsituationofEnglishteaching

ThecurrentsituationofEnglishteachinginjuniorhighschoolsEnglishteachersmayoftengetchancestoseeanEnglishlessontaughteitherbytheircolleaguesorbyotherEnglishteachers.ThefollowingphenomenaareobservedtoquitecommoninthejuniorEnglishclassroominmanyplacesinchina.Theteacherenjoysperformingonthestagewhilethestudentsactasgoodmanneredaudiences,listeningtotheteachercarefullyandquietly,copyingimportantnotesfromtheblackboardintotheirnotebooks.Theteacherasksquestions,andstudentsraisetheirhandsandanswerthem.Sometimestomaketheclasslooklivelyandinteractively,theteacheraskssomepairsorgroupstocometothefronttoactoutadialogueorputonashortplay.Buttherestoftheclasswatchtheperformance,andgiveawarmclapattheendofit.ThisisaverytypicallessoninthejuniorEnglishroom.Butinfact,manystudentsjustlistenorwritedownimportantinformationintheEnglishclassoranswerquestionstogether.Inrecentclasses,thestudents’utteranceisnomorethan“yes”,“no”oronlyafewwords.Besidesthat,wecan’tneglectanothercommonphenomenathatmanystudents’highscoresinwrittenEnglishexamsdonotmatchtheircompetenceinusingEnglish.CurrentEnglishteachingfocusestoomuchonlanguageknowledgesuchaswords,grammar…Forexample,inteachingreading:

atthepostreadingstageofreadingteaching,teachersoftenrelyuponreadingaloud,askingcomprehensionquestions,Sometimesevensentencebysentencetranslationisconducted.Andthenfocusoutthosegrammarsandnewwordstoletstudentscopydowntoremember.Maybewecanconsidertheseactivitiesinadequatetofulfillthetaskofdevelopinglearning.Buttheteacherignoredtoprovidethestudentswithopportunitiestousethem. Consequentlystudentsspendmosttimememorizingthesocalledlanguagepointsandpractisingtheminmultiple-choiceexercises,ratherthanusinglanguageinarealandauthenticway.

2.2TheNewCurriculumStandardsstressstudents-centeredteachingactivities

WiththeNewCurriculumreformationgoingoninChina,moreandmoreEnglishteachersarerealizingthatthetraditionalteacher-dominatedclassroomshouldbereplacedbythestudent-centeredone.NewCurriculumStandardsstressesstudent-centeredteachingactivities.ItisrecommendedthatEnglishteachersshouldadoptpleasingandactiveteachingmethodologiestostimulatestudents’interests,builduptheirlanguagecompetenceandeventuallypromotetheirideation,imaginationandcreation.AnincreasingnumberofEnglishteachershaverealizedtheimportanceofchangingtheirteachingmethodologiestomeettherequirementsoftheNewCurriculumStandards.Soteachers’rolesshouldshiftfromthetraditionalknowledgeproviderandactivitycontrollertothelearningfacilitator,classroomsupervisorandparticipator.Ontheotherwords,theteachershouldgivemoretimetostudentsandletstudentstobetheowneroftheclassesandtheteachershouldpaymoreattentiontothelanguagepracticethanthelanguageintroduction.Atthesametime,manyChinesescholarspointoutmanyproblemstofindnewteachingways.“ThemajorproblemishowtobalancearelaxedlearningatmospherewiththeachievementofbettergradesinEnglishexaminationswithinnecessarilylimitedclassroomtime”（DuMinghuan,2006:

1）.“TheteachingofEnglishinjuniorschoolhasnotbeengivenenoughattentionandthereareactualdifficultiesintheteachingwork,suchastheenvironmentofEnglish-studyisnotidealenough,theopportunitiesofhearingEnglishisquitefew,theinfluenceofthenumberoftheclassmates,theinfluenceofmentalstateofthestudents,etc.”（LiYun,2006:

4）.Accordingtotheseproblemsaboutourcountries’juniorEnglishteaching,strengthenthetrainingofthelanguageknowledgeisnottheonlywaytogetthegoal.Role-playcanhelpstudentsandteachersalot.Role-playusesdifferentcommunicativetechniquesanddevelopsfluentlyinlanguageuse,promotesinteractionintheclassroom,makesteachingmaterialliveandincreasesmotivation.Thereisasimpleexample.WhenstudentslearntogreetothersbyEnglishways,theteachercangivestudentssomedifferentrolestopractisesothatstudentscanrememberthisnewknowledgeinsteadofrecitingthemmanytimes.Herepeerlearningisencouragedbetweenteachersandlearnersinthelearningprocesstakesplace.

Theideabehindusingrole-playasapedagogicaltoolreliesontheproverbthatexperienceisthebestteacher.Itmeansthatstudentsmustapplylanguageintheclasses.However,role-playisnotjustincludingplayingsomeshows.Ithasbeenrefertomanyareas,themainformofrole-playinteachingEnglisharetalking,interviewandfreeroleplays.

2.Theapplicationofrole-playinjuniorEnglishclasses

2.1Thefirstmainformofrole-play----talking

2.1.1Trainingthestudents’spiritofcooperation

Talkingmeansconversationordiscussion.Talkingisoneoftherole-playtotrainthestudents’spiritofcooperation.Itneedstwoormorethantwostudentsintalking.Sointeaching,talkingcanbedividedtwoways:

pairworkandgroupwork.Manytimesthetalkisbasedonadialogueortextfrombooks.Sotherole-playcangivestudentsachancetousethelanguagetheylearnedjustnowinclass.HereisatypicalsampleinjuniorEnglishteaching.IdiditwithstudentsinTangHuMiddleSchoolClass14Grade1onSeptember21st,2009.

-------Goodmorning/afternoon/evening,Helen.

-------Goodmorning/afternoon/evening,Alice.

-------Hi,Bob.

-------Hello,Frank.（FromUnit1inGoforItonPage3）

Aboutthisconversation,theteachergreetsstudentsonebyone,andthengivesstudentseverysituationwhichis“morning”,“afternoon”,“evening”.Atthesametime,studentscandoapairworkwhichgreettheirpartners.Inthissmallactivity,studentscanactasaforeignertogreettheirfriends.Thissmallpairworknotonlycanletstudentsgetnewknowledgewithunconsciousnessbutalsocanletstudentsknowhowtoworkwithasingleoneorgreetothersbydifferentsentencesindifferentsituations.

Anothersampleforgroup-workwefinishedwithstudentsinTangHuMiddleSchoolClass14Grade1onSeptember29th,2009.

DearFeifei,

Pleasetakethesethingstoyoursister:

herhat,watch,notebook,keysandIDcard.Thehatisonthedresser.Thewatchisunderthebed.Thenotebookisonthebed.Thekeysareinthedrawer.TheIDcardisonthetable.

Thanks,

Grandma（FromUnit4inGoforItonPage23）

Undertheguideofrole-playplan,theteacherasksstudentstoreadthroughthisnoteinordertogetthemaininformation,firstly.Nextletthemclosetheirbooksandtalkinagrouptofilltheseblanks.Atthispoint,teachershouldtakegoodpreparations,likethefollowingcolumn.

objects

place

Studentsshouldthinktheseblanksanddiscusswitheachothertofindtheanswers.Andthenletstudentstrytofindthemainformsforanoteinagroup.Afterthat,theteacherwillcallthreestudentstothefront,oneisFeifei,anotherisGrandpatoaskandanswer,thethirdstudentswilltrytodrawouttheirdescription.Atlast,studentswillgetfreetimetopracticeinagroup.Thoughgroupwork,studentswillfeelhowtoplayaroletocommunicatewithothersbyusefulinformationandtograspimportantinformation.

Thesejobswediscussedlooklikepractisingunderteachers’controlled,buttheyalsogivestudentschancestoact