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Servio Pblico FederalUniversidade Federal do Par
Instituto de Letras e ComunicaoFaculdade de Letras Estrangeiras Modernas
JULIANA SOUSA RIBEIRO DE ALBUQUERQUE
Advisor: Prof.. Dr.. Rosana Assef Faciola
Speaking activities based on role play techniques:A tool to foster the oral ability
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INTRODUCTION
The requirement in mastering the oral ability in Englishlanguage;
Students face difficulties in performing English languageorally;
Focus on the functionality of the language.
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CHAPTER ITheoretical background
Behaviorist Theory: The learning of a language is defined as
from the notion of conditioned verbal behavior (BOCK, 1991)
Sociointeractionism Theory: The learning of a languageemerges as from the experience with others (LIGTHBOWN and
SPADA, 1986)
Communicative Approach: It makes us consider the language
not only in terms of its structure, but also in terms of the
communicative function that it performs. (LITTLEWOOD, p. ix, 1981)3
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CHAPTER II
THE ORAL ABILITY IN FOREIGN LANGUAGE In accordance with Brown (1994) reduced forms, use of
slangs and idioms as well as pronunciation, rhythm, andintonation of English sounds are elements which interact
among themselves to become speaking as challenging,once these components perform simultaneously in real lifeinteractions.
Mackey (1965) defines oral ability as the moment of making
choices for accomplishing a logical flow of words thatinvolves the choice of words and inflections in the rightorder to convey the right meaning.
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CHAPTER II
The oral ability in Communicative Approach
Littlewood (1981) states that it is viable to combine both
functional view of language and traditional view of
language to achieve a more effective communicative
perspective.
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CHAPTER IIThe oral ability from both teachers and learners'
perspectives in Communicative approach field
Almeida Filho (1998, p. 50) points out that being
communicative in teaching of a foreign language is to presenta professional attitude consistent with the set ofcommunicative assumptions. Being communicative is differentfrom being communicative temporarily just to perform anactivity with the students.
In Communicative Approach the teachers role must not beruled out, once they take on the role of a facilitator during thelearning process (LARSEN-FREEMAN, 1986).
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CHAPTER II
The oral ability from both teachers and learners'perspectives in Communicative Approach field
This framework seeks to centralize the learning process on
students as way to become them much more engaged and
responsible for their own learning (MOURA, 2008).
Furthermore, Roque (2005) points out that our students
must be encouraged to express themselves meaningfully
even if it means committing errors.
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CHAPTER III
OBJECTIVES:General:
Discuss on oral ability being fostered by using role playtechniques in English classes.
Specific:
Expatiate on oral ability in foreign language based on theoreticalbackground;
Present Communicative Approach relevance in teaching-learningof oral ability;
Propose speaking activities based on role play techniques forfostering the oral ability of English learners.
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CHAPTER IIIMETHOD
In order to ground this research, initially was made abibliographic survey with regarding to the interpretation of the
studied phenomenon that is the oral ability, in order to
substantiate the area literature. As reinforcement to what wasdone, the following step adopted has to do with the selecting
of speaking activities that are based on role play techniques.
Finally, it has proposed some speaking activities taking intoaccount role plays assumptions as tool to foster the oral ability
of English learners.9
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CHAPTER IV
THE SPEAKING SKILL
Speaking activities
It has to do with promoting to the students the chance toproduce orally in meaningful contexts (MORA, 2010).
Littlewood (1981:88 apud TOSCANO, 1992, p. 49) states
that in our everyday language, we normally focus our
attention on the meaning of what we say or hear, rather than
on its linguistic form.10
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CHAPTER IV
ROLE PLAY TECHNIQUESDefinition of role play
Larsen-Freeman (apud BHARDWAJ, 2008) claims about roleplay that if structured or unstructured, is important in the
Communicative Approach because it gives learners an
opportunity to practicing the oral ability in different social
context and in different social roles
Varela, La Torre, and Liste (2012) state that role play iscomprised by some types of activities which label the idea
of acting in a particular role, once students are prompted to
adopt another persona and act as themselves in a
simulation. 11
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CHAPTER IV
SPEAKING ACTIVITIES BASED ON ROLE PLAY
ACTIVITY 01
Level:This activity can be applied to upper intermediate to upper advanced audiences.Function:Solving a problem using specific vocabulary. The students should be able to use hotelvocabularyForm:Simple present and simple past.
Procedures:Groups of three are formed. The teacher gives out to each member of the groupsa card containing one of the three roles below. Before playing the roles itself, the teachers canread out aloud the characters' state at that moment in order to make students aware on howthey should manage the role play:CUSTOMER: You have made a hotel reservation. When you get to the hotel you ask for yourreservation. You really want to take a shower and go to the bed soon because of the long tiringtrip you have taken.RECEPCIONIST: You work at a five-star hotel and today is your first day at work. A customergets to the hotel looking for his/her reservation. You look for it, but you don't find any reservationunder the customer's name and there is not any vacancy at the hotel. Call the manager for help.MANAGER: You have had a very busy and exhausting day. Everything went wrong today. Whenyou think you can finally go home, the receptionist calls you to the hotel front desk. Thecustomer is a very important person.
(Adapted from TOSCANO, 1992)2
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CHAPTER IV
SPEAKING ACTIVITIES BASED ON ROLE PLAY
ACTIVITY 02
Level: This activity can be applied to lower intermediate to upperadvanced audiences.Function:The students should be able to use food vocabulary.Form:Simple present, countable and uncountable nouns, a few, a little,much, and manyProcedures:Students form small groups of four, at most. They have toimagine they are at a restaurant. Some students should take on the roleof waiters and the other ones play the role of customers. Each waiter is
responsible for a table.CUSTOMERS: Call the waiter and order your food.WAITERS: Write down the customers' order and give any kind ofinformation s/he asks for.
(Adapted from TOSCANO, 1992)13
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CHAPTER IV
SPEAKING ACTIVITIES BASED ON ROLE PLAYACTIVITY 03
Level: This activity can be applied to upper intermediate upwards.
Form: Present perfect and simple present.
Function: Both job and job interview vocabularies.
Procedures: The teacher divides the class into groups and determines such as situation andmakes them to simulate it: You are unemployed and find in a classified section, a job
advertisement as secretary in a school. The criteria selection of candidates to a vacancy will be
an interview with all candidates together.
Then, the teacher designates the students that will take on the role of interviewers as well as the
candidates. Each group is composed by just one interviewer. After the interview, each
interviewer, based on information collected from the candidates, chooses the person who seems
to be the best for the job and he/she needs to justify his/her choice
(Adapted from TOCANO, 1992)14
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CHAPTER IVSPEAKING ACTIVITIES BASED ON ROLE PLAY
ACTIVITY 04Level:As from lower advanced students.Form:Simple present and the modal verbs can, could, should and must to expressing politenessin giving opinion.Function:Expressing opinions about current issues.Procedures:Divide the class into pairs and give out for each pair a card containing the followingdiscussion: You do not agree with your partner's opinion. Place your disagreement politely.
1. A: I think the mayor of our city is doing a good work.B: ___________________________________________
2. A: Working women hardly ever have time for their families.
B:___________________________________________3. A: TV is a bad influence on children.B: __________________________________________
4. A: If teachers are not satisfied with their salaries, they should try another job instead of goingon strikes.
B: __________________________________________(Adapted from TOSCANO, 1992)15
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CHAPTER IVSPEAKING ACTIVITIES BASED ON ROLE PLAY
ACTIVITY 05
Level:Intermediate.
Form: Practice of both structures and vocabulary related to the act of describing, such as
she/he is....; she/he's got...; she/he's wearing....
Function: Describe people physically.
Procedures:The teacher asks students to close their eyes, while the teacher goes toward a
specific student and ask him/her to get out of the classroom silently. Then, the students are
prompted to open their eyes and, after identifying the student who is not in the classroom, try todescribe such a student physically. A description of this person can be placed on the board into
sentences. Then, the teacher calls for the missed student to come in the class and compare
what was said about this student to his/her real appearance.
(Adapted from TOSCANO, 1992)6
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CHAPTER IV
SPEAKING ACTIVITIES BASED ON ROLE PLAY
ACTIVITY 06Level:Lower advanced and upwardsForm: Practice of structures and vocabulary referred to personal information (wh- questions),simple present and simple past.Function:Give personal information and practice banking transactions.Procedure:Firstly, the teacher sets the context by saying that a character called Mr. Smith has
just moved to London and has gone to the London National Bank to open both a checking
account and a savings account. He must answer questions asked by a bank employee whotypes out the information. He has a check for $ 5,000 which he wants to put in the savingsaccount and his first pay check for $ 289.35 with which he will open the checking account.
Roles:Alfred Smith young man who has just moved to London.
Tilda Thompson bank employee.
Useful expressions:Alfred: I just moved to London.
I would like to open a bank account.I have two checks to deposit.
Tilda: Good morning. May I help you?
I need your name, address, etc.(Adapted from PAULSTON, 1992)
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CHAPTER IVSPEAKING ACTIVITIES BASED ON ROLE PLAYACTIVITY 07
Level:Upper intermediate to upwards.
Form:Teacher can practice linguistic structures that learners just learned.
Function: It provides students the opportunity to think fast and maybe solve problems. The
function will vary according to the context.Procedures:The teacher brings to the classroom three cubes of paper that can serve as ices. In
two of them, should be written, in all sides, names of famous people or different professions. In
the third cube, the teacher writes the names of different places, such as bank, cinema,
restaurants, shoes store, etc... . The Students are divided into pairs and the teacher plays the
first and second cubes to determine the roles, and then plays the third one to determine where
the conversation will occur. Once the cubes are thrown out, students must begin a conversation
based on their roles and in the place pointed by the ice. During the conversations, the teacher
monitors the pairs, helping them as it necessary. New round each form new pairs.
(Adapted from RIOS and GOMES, 2012)8
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CHAPTER IVSPEAKING ACTIVITIES BASED ON ROLE PLAY
ACTIVITY 08
Level:Lower intermediate to upwards.
Form: Learners can put into practice their learning concerning the use of
Simple Past.Function:It provides students the opportunity to use general vocabulary as
much as they can.
Procedures: Divide the class into pairs. Students talk about a party or
concert they went to. They have to describe everything they did there and
explain why they had a good time or not. At the end, the pairs between each
other decide who had the most exciting experience.
(Adapted from LAGO, 2007)9
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CHAPTER IVSPEAKING ACTIVITIES BASED ON ROLE PLAY
ACTIVITY 10
Level: Upper intermediate to upwards.
According to Figueiredo (2012) debatesprovide a great chance for students to foster
and improve their oral ability. In this activity the teacher may opt for a controversial
topic on which students can be able to give their opinions. Besides that, the teacher
can help them starting up the discussion with some arguments (but not too many) in
favor or not. Even though a debate requires a bit high linguistic level it is not
necessary from students elaborated speeches, provide that students get successfully
their message across.
(Adapted from FIGUEIREDO, 2012)
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CHAPTER IVSPEAKING ACTIVITIES BASED ON ROLE PLAY
ACTIVITY 11
Level:Upper intermediate to upwards.
Form:On this activity students can put into practice their knowledge about the modal
verb SHOULD as a way to give pieces of advice.
Function: Students are supposed to solve problems in groups, once they are
planning a trip abroad.
Procedures:The teacher explains to students they will go on a trip in group for a long
period. Student each must think of packing, but each group must take an item that issupposed to be used for everyone. So, the students may argue in favor of their
proposals in order to get at the same decision.
(Adapted from FIGUEIREDO, 2012)
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CHAPTER IVSPEAKING ACTIVITIES BASED ON ROLE PLAY
ACTIVITY 12
Level: Upper beginner to upwards.
Form: Simple present and modal verb SHOULD
Function: Solve problem based on a shopping list.
Procedures: Student each gets a shopping list with foods price and
preferences from a couple. According to the provided information about such
consumers, students have to decide what will be bought on the budget of 20
reais.
(Adapted from FIGUEIREDO, 2012)
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FINAL CONSIDERATIONS
It is notorious the relevance of oral production in the teaching-
learning field. Mastering the oral ability in a foreign language isnot an easy process faced by the students for many reasons.
Being so, what was intended to expose on such paper about the
fostering of oral ability based on role play technique has to withthe foreign language teaching that must be concerned with
reality: with the reality of communication as it takes place
outside the classroom and with the reality of learners as theyexist outside and inside the classroom. (LITTLEWOOD, 1981:
95 apudTOSCANO, 1992, p, 51).
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