DEVELOPING SPEAKING FLUENCY THROUGH ROLE-PLAY ACTIVITIES
Article Sidebar
Main Article Content
Аннотация:
This article examines the effectiveness of role-play activities in developing speaking fluency in English language learners. Drawing on established theories in communicative language teaching and second language acquisition, the study explores how role-play fosters interaction, reduces anxiety, and promotes spontaneous speech production. The paper adopts a qualitative analytical approach based on a synthesis of scholarly literature rather than experimental data. The findings indicate that role-play enhances learners’ fluency by encouraging meaningful communication, increasing engagement, and providing authentic language use contexts. The study concludes that role-play is a powerful pedagogical tool that can significantly contribute to the development of oral proficiency in ESL/EFL classrooms.
Article Details
Как цитировать:
Библиографические ссылки:
Brown, H. D. (2007). Principles of Language Learning and Teaching (5th ed.). White Plains, NY: Pearson Education.
Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge: Cambridge University Press.
Harmer, J. (2007). How to Teach English (2nd ed.). Harlow: Pearson Longman.
Hymes, D. (1972). On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics (pp. 269–293). Harmondsworth: Penguin Books.
Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon Press.
Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching (2nd ed.). Oxford: Oxford University Press.
Littlewood, W. (1981). Communicative Language Teaching: An Introduction. Cambridge: Cambridge University Press.
Richards, J. C. (2006). Communicative Language Teaching Today. Cambridge: Cambridge University Press.
Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching (2nd ed.). Cambridge: Cambridge University Press.
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in Second Language Acquisition (pp. 235–253). Rowley, MA: Newbury House.
Thornbury, S. (2005). How to Teach Speaking. Harlow: Longman.
Ur, P. (1996). A Course in Language Teaching: Practice and Theory. Cambridge: Cambridge University Press.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
Bygate, M. (1987). Speaking. Oxford: Oxford University Press.
Scrivener, J. (2011). Learning Teaching (3rd ed.). Oxford: Macmillan Education.