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成都理工大學(xué)工程技術(shù)學(xué)院 本 科 畢 業(yè) 論 文 題 目： 角色扮演在小學(xué)英語(yǔ)口語(yǔ)中的應(yīng)用 作 者： 李 莉 學(xué) 號(hào)： 201220701212 指導(dǎo)教師： 魏 萍 專 業(yè)： 英 語(yǔ) 時(shí) 間： 二〇一六年五月 The Application of Role Play in Primary School Spoken English Major: English Name: Li Li Supervisor: Wei Ping Abstract The New Curriculum Standard for Primary School English has proposed the tasks during the basic education period: to stimulate and develop pupils interests in English, to enhance their confidence, to cultivate their learning habits and methods, to develop their self-learning and collaboration abilities, to elevate their capability in observation，memorizing, thinking，imagination and innovation, to develop their autonomous learning ability and the spirit of cooperation and improve students ability in observation, memorizing, thinking, imagination and cultivate the spirit of innovation. Now, however, many students dont like English, they can’t speak English aloud or can just say a few words and sentences. Therefore this paper is to seek an efficient way to stimulate the primary school students’ interest in English and to speak English out. This paper starts with the present situation in which primary school students learn English, and shows the benefits of role play as a teaching approach. It also introduces its definition, classification, problems as well as procedures. Through the practical application, it can be seen that role play not only helps students to devote themselves to active learning, stimulate students’ interest in learning, but also develop their communicative ability, imagination and creativity. Key Words: spoken English, role play, interests 摘 要 《小學(xué)英語(yǔ)新課程標(biāo)準(zhǔn)》提出了基礎(chǔ)教育階段的任務(wù)：激發(fā)和培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)的興趣；幫助學(xué)生樹(shù)立自信心；養(yǎng)成良好的學(xué)習(xí)習(xí)慣；形成有效的學(xué)習(xí)策略；培養(yǎng)自主學(xué)習(xí)的能力和合作精神，提高學(xué)生觀察、記憶、思維的能力，增強(qiáng)想象力和培養(yǎng)創(chuàng)新精神。然而現(xiàn)在很多小學(xué)生不喜歡英語(yǔ)，怯于說(shuō)英語(yǔ)或者只會(huì)說(shuō)幾個(gè)單詞句子?；诖耍菊撐牡某霭l(fā)點(diǎn)便是尋求一種有效途徑，以激發(fā)小學(xué)生的英語(yǔ)學(xué)習(xí)興趣，勇于開(kāi)口并敢于開(kāi)口說(shuō)英語(yǔ)。 筆者從當(dāng)前小學(xué)生英語(yǔ)口語(yǔ)學(xué)習(xí)現(xiàn)狀入手，提出了角色扮演作為英語(yǔ)教學(xué)法的積極意義；同時(shí)介紹了角色扮演的相關(guān)理論知識(shí)，如定義、分類、來(lái)源，以及角色扮演的具體操作步驟。通過(guò)實(shí)例可以看出，，角色扮演教學(xué)法不僅有利于調(diào)動(dòng)學(xué)生學(xué)習(xí)的積極主動(dòng)性，激發(fā)學(xué)生的學(xué)習(xí)興趣，而且有利于提高學(xué)生的交際能力、想象力和創(chuàng)造力的提高。 關(guān)鍵詞：口語(yǔ) 角色扮演 興趣 Contents Abstract I 摘要 II Contents III Introduction 1 1. Research Background 2 1.1 Problems Posing in Primary School Spoken English 2 1.2 The Necessity of Application of Role Play 2 1.2.1 Requirements of Curriculum Reform 2 1.2.2 The Significance of Application of Role Play 3 2. The Basic Knowledge of Role Play 4 2.1 the Definition of Role Play 4 2.2 the Classification of Role Play 4 2.3 Theoretical Bases 5 2.3.1 Role Theory 5 2.3.2 Constructivism Theory 6 2.3.3 Communicating Teaching Approaches 6 2.3 The Problems of Application of Role Play 6 3. The Application of Role Play 8 3.1 Preparation Phase 8 3.1.1Selecting the Content of the Script 8 3.1.2 Warming up 8 3.1.3 Setting up rules 8 3.2 Implementation Phase 9 3.2.1 Assigning Roles 9 3.2.2 Practicing Phase 9 3.2.3 Creating Situations 10 3.2.4 Playing the Roles 10 3.3 Evaluation Phase 11 3.3.1 Observation 11 3.3.2 Discussion 11 Conclusion 12 Bibliography 13 Acknowledgements 14 Introduction With the age of economic globalization approaching, English has become an international language. Meanwhile, English teaching in China is developing rapidly and extensively. However, the current situation is that the traditional teaching approach can not meet the demand of the economic and social development in China. Reform is urgently needed in English teaching. Nowadays role play teaching is initiated according to the new English curriculum criteria, which was published recently by the government. It is required that students should be involved in the learning activities with a series of tasks to perform in real language environment. The thesis is designed to have a probe into role play and have a practical introduction to the application and task design of role play. Role play provides students with a student-centered learning environment. Controls, threats, rewards and restrictions are not an effective means of stimulating learning, since no one is willing to learn reluctantly. By observing the state of students in class, teachers can preliminarily judge the efficiency of roe play through the application of this method. The writer designs a series of role play plans for the class and puts them into teaching practice. From the result of teaching practice, we can draw a conclusion that role play can effectively stimulate students’ learning interests. 1. Research Background 1.1 Problems Posing in Primary School Spoken English There is no doubt that English plays a quite important role in social life especially in the rapid development of globalization. However, the pupils are a special group. They are active and restless; they cannot easily focus on English learning unless they find it interesting. The traditional methods of English teaching mainly consist of repeating word memorization and grammar explanation, which definitely not be true of the pupils psychological, intellectual, and mental characteristics. The problems of the pupils learning English as follows: (1) Primary school students are so young that they cannot grasp the significance of English learning. In their eyes, interest is the best teacher. As a result, their learning is a process of natural acquisition. (2)Primary school students are not able to or too shy to speak English, which gradually results in that the pupils are not confident in English learning and “Dumb English” emerges. (3) Primary school students can’t strive to develop their communication ability due to the lack of linguistic environment .Above of all, to solve these problems is urgent and serious. There is no doubt that the role play is a good medicine. 1.2 The Necessity of the Application of Role Play Role play has many advantages. It not only meets the requirements of English textbooks, but also Primary School English New Curriculum Standard. 1.2.1 Requirements of Curriculum Reform The compulsory Education Curriculum Standard of English Language propose the goals as follows: pupils keep their interest in English. They can use simple English to exchange simple information about individual, friends and family. They can play little short plays with the help of teachers. They can also understand, read, and describe some simple stories with the help of pictures. Therefore, it stresses pupils＇interests, their language and communication skills. 1.2.2 The Significance of Application of Role Play Many experts at home and abroad hold that role play teaching is conducive to pupils’ English learning. （1）To Stimulate Learning Interest Acting different characters and exploring different kinds of temperaments, especially some funny characters, is fairly amusing for the pupils. Once they find the charm, they will be unknowingly fond of English. （2）To Improve Communication of Role Play There are so many conversions in the process of role play teaching, teachers have many chances to develop their communication ability. As times goes by, pupils will not just speak only a few words or sentences. More important, they will be able to fluently express their ideas in English. （3）To Strengthen the Communication and Operation between Teachers and Students No one is an isolated land. We can’t survive alone without others. In particular, the exchange and cooperation becomes more and more important in the modern information society. The pupils all together finish the tasks by exchanging and cooperation according to the requirements and theme of role play. They overcome obstacles, brainstorm, eliminate anxiety and tension, and deal with interpersonal relationship, which provides a good basis for cooperation in the future. 2. The Basic Knowledge of Role Play This chapter mainly introduces role play, including its definition, classification, theoretical bases. Some problems in the process will also be presented. 2.1 The Definition of Role Play Van Ments (107-108) defined role-play as “to give students the opportunity to practice interaction with others in certain roles．The situation is defined by producing as scenario and a set of role descriptions．The scenario gives a background to the particular problem or environment．The role description gives profiles of the people.” LiVingstone(6-7) pointed out that: “role—play is a classroom activity that gives the students the opportunity to practice the language，the aspects of role behavior, and the actual roles he may need outside the classroom．” 2.2 The Classification of Role Play Different scholars have different classification standard for the type of role play. According to the number of roles in the role play, it can be divided into "single angle role play "and "multi angle role plaIULy. William Littlewood(73) holds that as follows: 1 Role playing controlled through cues dialogues；2 role playing controlled through cues and information；3 role playing controlled through situation and goals；4 debate or discussion role play；51arge scale simulation activities role play)；6 improvisation role play. The author agrees with Luo Yongqing(20-21). Four types as follows (1) Controlled role play. Language, action and behavior have been set up in advance, the pupils just play in the light of the established content .but it’s not conducive to their personality and creativity. (2)Half –controlled role play. Only one or some roles can be provided with all information, and then they often start the dialog with those roles that just have rough content. This type of role can help pupils’ ability to improvise and creativity, but those pupils who have rough or less information will suffer from tension and psychological pressure. For example, on the fourth grade English book, Module 9,Are you going to run sports day ? What about your classmates? Teaching process: First: preparation for the role play activity The teacher prepares two cards including role A and role B. Role A has detailed messages. Second: situation introduction The teacher said: the sports day is coming, What are you going to do on sports day ? Third: role play Role A Role A: Tom, We are going to have a sports day this month. Role B: _____________________ Role A: Are you going to run on sports day? Role B：____________________ Role A: Are you going to school now? Role B: _____________________ Role A: Goodbye, Tom! Good luck! Role B Role A:____________ Role B: So great! Role A:_____________ Role B: Yes, I am going to run the 100 metres. Role A:_____________ Role B: No, I am going to run in the park. Role A:____________ Role B: Thank you! See you! . Fourth：feedback (3) Half–free role play. Teachers decide the task and provide the pupils some target clues regardless of the lines of content and means of expression .It favors the pupils’ activeness, personality and communication ability. At the same time, they all together seek common solution with extremely great enthusiasm. For example, on the fourth grade English book, Module 4: How much is it? We can extend the content of this part, that is to say, how to haggle in the shop. Teaching process: First: preparation for the role play activity The teacher teach students some new sentences: Any discount? It’s extensive. It’s so cheap. We prepare some pencils, pens, erasers, books, flowers and some fake money. Second: situation introduction In the role lay, the teacher is a assistant, students are customers, they will buy some good one by one. Students have to make use of what they have learnt. In the role play, students should respect each other. Third: role play Fourth：After role play, the teacher make a feedback. (4)Free role play. Teachers only provide situation and theme. The pupils can make good use of their imagination and creativity in order to finish the task by themselves. 2.3 Theoretical Bases Role play has been used widely in many areas. Role-play is also consistent with other theories. 2.3.1 Role Theory Role play theory is the basic theory source of role play, it’s developed be drama, sociology, psychology and anthropology. There are four fundamental views of it.1 Anthropology and structural functionalism; 2.the theory of symbolic interaction; 3.Dramaturgy; 4.Gestalt psychology. George Miller who is the representative of the theory of symbolic interaction pointed out that role play means that the individual deal with problems or take action in the position of the role which he plays. 2.3.2 Constructivism Theory It holds that knowledge is a hypothesis or explanation, not of the real world exact characterization, and is not the final answer. On the contrary, it is to be eliminated with the continuous progress of mankind, and the emergence of new hypotheses, so knowledge is a process of continuous accumulation on the basis of experience,. 2.3.3 Communicating Teaching Approaches Communicative language teaching theory is the direct theoretical source of role play. We must grasp the profound theory of communicative approach in order to further study role play. It refers to cultivating students to communicate with others in a certain context. Communicative teaching theory evolved from the theory of communicative competence in the last century 60 s. The main point of view has two aspects: (1) The expression of language has some practical meaning and it’s core lies in social communication.(2) Not only the purpose of foreign language teaching is to make students master rules of grammar, the greater purpose is to let the students grasp the rules of using the language. 2.3 The Problems of Application of Role Play The roles between teachers and students are not clear. The teaching effect makes an obvious difference among the individuals. It’s hard to play role in a large capacity, for example, rigid lines and rite memorization. There is a contradiction between language knowledge and communicative ability. Above of all, pointed by Luo Yongqing. Li Xuemei (134-137) also put forward some problems (1) the design of role play is boring to students. (2) Teachers and students have different objectives in role play. (3) Teacher evaluation is not timely and meticulous. (4) The atmosphere of role play is not high, affecting the teaching efficiency. (5) Students do not grasp the significance of role play and believe that role playing is a superficial reform of oral English practice. 3. The Application of Role Play In this chapter, the steps of role play will be presented. 3.1 Preparation Phase There is something should be prepared before role play, select the content of the script, warm up and rules will be presented. 3.1.1Selecting the Content of the Script The script is very important so as to achieve the goals of role play. Its selection directly affects the students enthusiasm and the final implementation effect. It’s unnecessary for teachers to select the script to confine books. To some extent, teachers should be a scenarist. They have to adapt or self-adapt the script in view of the students＇psychological and physiological characteristics as well as the goals and the condition. 3.1.2 Warming up Warming up is the prelude of the role play. It lasts for about several minutes, but its like an appetizer, causing students appetite. Reasonable warm-up activity can stir up the students desire to play, and fully mobilize students’ enthusiasm, relieve tension and relaxation, which forms a relaxing and happy classroom atmosphere. Besides, the forms of warming up should be diversified, such as songs, questions or short films and so on. For example, we can play a game: up and down. When teachers say up, students should sit down, when teachers say down, students should stand up. 3.1.3 Setting up rules Nothing can be accomplished without rules. So the teacher must first clear the specific and explicit rules before role play avoiding students’ confusion in the process of role play. In addition, the rules should be simple and concise avoiding chaos. Thus the teacher should pay more attention to the rules and make use of communication language such as facial expression, tone of voice, tone, context, body language, etc, considering the level of knowledge of students and their ability of understanding. For example other students can not ridicule performers. Teachers and students can not evaluate in the process of role play. 3.2 Implementation Phase Implementation phase can be divided into four parts, including assign roles, practice, create situation and play the roles. 3.2.1 Assigning Roles First of all, the teacher should guide the students to understand the role and grasp its overall situation. The content of roles, the students＇ characteristics and their hobbies should be considered when assigning roles, and try to provide a stage to show themselves. For example, for introverted students with weak expression in English, they play the role that has few lines. The teachers try to make them relax and feel a sense of achievement in the process of role play. On the contrary, those outgoing students who can speak English smoothly challenge the difficult roles. At the same times, the teachers try to keep their interests and give them severe criticism in case hey become arrogant. Teachers can allow students take turns to experience the role until they find their own best role. 3.2.2 Practicing Phase When the students fully understand the role of the content, the role of the characteristics, and complete the role assignment, the students can carry out the rehearsal activities. The practice consists of three stages. (1) Students just only practice the lines and take notice of pronunciation, intonation, tone, speed and emotion and so on. (2) Students play a pantomime and add some action that they themselves put forward. (3) Students have a complete rehearsal, bring items or clothing. How to recite and remember the line and grasp its meanings is significant. Teachers should encourage them use their language or transform the lines instead of rote memorization. 3.2.3 Creating Situations “Successful foreign language classroom teaching should try to create more situations in class, providing the opportunity to use the language materials that have been studied.” Bloom(220-223) said that. So it’s very important. In view of the actual needs and interest of students, close to the students’ real life, interest, authenticity and naturalness of the situation should be created. Pan hongjian and Meng fanli(219-223) hold that the situation of creating way can take the following form:（1）The creation of visual context, namely the use of pictures, things, actions, facial expressions and other visual aids or teaching aids to create situations.(2) The creation of real life situations, that is, the real life situation into the classroom simulation, so that students have an actual practice and experience in the real life situation.(3) The creation of imagination, imagination is the source of creativity, teachers can use some of the music or video rendering, which makes students make fully use of their imagination.(4) The problems situation, students apply what they have learned language and skills in the process of problems solving that asked by teachers. Moreover, the problems should be interactive. For example ,on the fourth grade English book, Unit 2, Happy Halloween !This part we talk about Halloween, so we should prepare masks ,pumpkin light ,black coat , horrible music and sweets . 3.2.4 Playing the Roles This stage is not only the presentation stage of the final results but also its core part. In the process, students who act as audience carefully observe and record some details and prepare for the following evaluation phase. Besides, teachers and students should convey their respect for these actors. However, teachers should give some cues if students meet troubles. At last, it is noted th