角色扮演在初中英语听说课堂教学中的实证探讨

uestion  1,  most  of  the  students  in  EC  like  the  current listening-speaking class based on role play activity, but some of the students are not interested. The results show that students tend to enjoy listening-speaking class in this different  and  attractive  activity  of  role  play.  There  are  two  reasons  why  a  small number of students do not like the current listening-speaking class based on role play activity.  One  is  that  the  teacher’s  situation  setting  is  not  attractive  enough  to  arouse the interests of these students or is not close enough to these students’ real lives. So these students don’t have the desire to express in English or don’t know what they can say under the specific situation. The other is that the English sentence patterns used in the role play activities are kind of difficult for these students to master and use it for a meaningful communication. Because of this, the students have the fear of expression and  their  participation  is  reduced  in  role  play  activity.  Therefore,  it  is  difficult  for these students to enjoy such a listening-speaking class teaching. 

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Chapter Five Conclusion

5.1 Major Findings

Through  the  experimental  study  of  two  classes,  the  author  draws  the  following major findings:

First, role play teaching activity effectively creates a language environment close to  reality  and  a  relaxing  atmosphere  for  students,  enhances  students’  interests  in English  learning,  promotes  their  participation  in  class,  cultivates  students’  positive emotional experience in the listening-speaking class and changes students’ attitude to listening-speaking  class.  The  scene  setting  in  role  play  provides  students  with  a communicative  purpose.  And  efficient  speaking  context  has  great  attraction  to students  and  makes  students  have  the  desire  of  expressing  themselves  in  English  in the  listening-speaking  class.  In  addition,  the  input  of  language  and  the  design  of activity affect students’ participation in role play activity. 

Second,  through  the  experiment,  the  author  finds  that  the  mean  score  of  the experimental class is higher than that of the control class. After role play teaching, the students  in  the  experimental  class  speak  more  English,  pronounce  more  accurately, and  automatically  deal  with  the  stress  of  vocabulary.  They  read  and  imitate  the English  conversation  more  fluently  and  more  naturally  based  on  their  understanding of  the  situation  presented.  What’s  more,  they  express  themselves  more  fluently  in English  and  have  better  correctness  of  syntactic  structure.  Students’  oral  English proficiency is promoted. 

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