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Role-play and simulation. The distinction between role-play and simulation is very often of small attention and even omitted. These speaking activities may often overlap in practice and different authors give different definitions, but, regardless of role-play and simulation similarities, one should remember that there is a difference.
According to Dakowska (2005: 111), the contrast between these two speaking activities is a matter of degree. In simulations, students are usually invited to participate in an exercise which resembles a real-life event. Unlike role-plays, in which role cards tell the learner what to say and what view to adopt, in simulations learners have the freedom to respond as they think (Dummett 1994: 41). The author clearly states that in a simulation the players are not restricted to what to say. Next, Dummett also suggests that students do not take any roles, but they imagine themselves in different, existing in actual life situations. In almost the same way, Harmer (2012: 121) sees simulation as “ a chance to rehearse real-life encounters. For example, we can move the classroom furniture so that we represent a station office with a ticket window.” This situation requires playing a role of a passenger and a travel clerk, so one learner likewise in a role-playing, must take on a role of somebody else.
As presented above, the distinction is not clear and it could be only proposed that in role-plays students are cast roles of different characters, whereas in simulations players do not take any roles and play themselves in real-life situations.
The organization of a role-play activity. For a role-play to be a successful speaking exercise it is useful to know some basic principles about organizing such an activity. This subchapter presents advice on conducting role-plays.
Firstly, it is important to mention that if a teacher is not convicted about the validity of using role-playing, the activity itself “will fall flat on its face just as you expected it to” (Porter-Ladousse 1987: 8). The educator has to be convicted that role-play is an exciting technique to use and has many benefits. If the teacher is not enthusiastic about the play, the students will not as well.
Any teaching sequence necessitates three vital elements: the engage stage, study stage and activate stage. In the first phase − the engage stage, the teacher’s task is to attract and keep learners‟ attention and interest in a lesson. Students‟ minds have to be involved and emotionally connected with a lesson, for example by a pleasant situation or a nice picture (Harmer 2012: 178). Then, learners need to study the new language; it may be grammar or vocabulary exercises. Having known the new item, students are given a possibility to activate both the new language and the language they have known. Learners do it when they speak freely. Having been engaged, being presented the new language and having practiced it, learners try to activate it. Harmer points out that some lesson sequences such as PPP follow the cycle of ESA. Students are presented the new language, practice it, and, finally, they make an effort to produce the new language or any language. The author indicates that role-playing is an excellent way to put the language into action.
Doff (1988: 237) states that if role-play is not based on a dialogue in a course book or a text, students themselves have to decide what language to use and how a conversation should develop. Therefore, in order for role play to be a profitable activity, careful preparation would be essential. The educator may cause brainstorming in the classroom on what the speakers may say. Also, writing prompts on a board and necessary vocabulary may guide students during role-play. Budden (2004) adds that drilling the structures the players would need to use is very helpful, as learners are equipped with suitable language.
It is also worth remembering that the teacher should make sure that students have understood both the situation to play and also what is on the role cards before the activity begins (Porter-Ladousse 1987: 12). If learners follow the activity, then, they will not have problems with conducting the activity properly. Of course, role cards should be legible and within students‟ language level.
Moreover, educators should not use role-plays which are too difficult or too emotionally loaded until students are used to that kind of activity. Rather, starting with very simple information-gap role-plays is advisable. During the first role-play learners may be more or less inhibited, but soon they will get accustomed to role- playing (Porter-Ladousse 1987: 11).
Beyond question, students will need some time to prepare for a performance and then also try out their roles privately (Doff 1988: 237). Depending on the learners‟ language level, the amount of planning time may differ. Players at this stage of an activity work in pairs or groups and discuss together what they might say. At higher levels, students will not need so much help with the language but they will need time to get into roles.
Equally importantly, realia can help to bring role-play to life. For instance, when playing the role of a waiter and a customer, learners might be asked to do or bring to a class menus and aprons. These simple props may make the whole process more memorable for the class (Budden: 2004). The author also has it that rearranging the furniture helps with playing the roles. She gives an example of playing the roles of a travel agent and a customer where in order to make it more real, students may even leave the room and then enter by knocking at the door. One desk may be put in the center of a classroom to pretend a travel agency, too.
Next, Doff (1988: 238) explicates that demonstration of the role-play is significant. The educator’s task is not only to tell the class the situation to play, but also to do the exercise. The teacher may also elicit some structures that would be used in an activity. Having explained the whole task, the lecturer divides the class into pairs or groups. At the very end, she or he sets a strict time limit and tries to make every effort to stick to it.
Finally, Huang (2008) proposes that the teacher should assess the effectiveness of the role-play activity and examine if learners have successfully comprehended the meaning of vocabulary, sentences and dialogues. The author adds that there are several ways to check students‟ evaluation. She suggests that learners should be given oral and listening tests related to the role-plays. The players may be asked to answer some questions connected with their roles, repeat some parts of utterances, or translate the role-play into their native language. Apart from that, the teacher’s task is to evaluate students‟ understanding and comprehension while monitoring their role-play performances (Huang: 2008).
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