The usage of role play technology in developing pupils’ discourse competence (in the example of a1 level pupils) contents: introduction

1.2. Hypothesis

1.2.1. General hypothesis
To prove that role-play can help enhance speaking skills of elementary level learners from 7 p.m. of Centro de Idiomas – UDEP shown when communicating or interacting in class whose improvement is seen in the daily work.
1.2.2. Specific hypothesis

 The increase and improvement of vocabulary helps to communicate more effectively and above all, to contextualize the vocabulary to any situation.

The improvement of listening skill contributes to accurately receive and interpret messages in the communication process which allows to maintain a fluid conversation.
 The knowledge of the linguistic competence (the ability to make sentences grammatically correct) helps improve communication skills, which make students more confident to produce well stated sentences.
 Working in pairs or in groups provides the opportunity to give and receive feedback. Although, the most important issue is that learners will use the target language freely or spontaneously.
 The use of role play gets students involved in their own learning process because this technique encourages students to work hard inside
or outside the classroom.
1.3. Delimitation of the objectives

1.3.1. General objective
To demonstrate that the use of the role play technique as a classroom activity helps to improve the speaking skill of elementary school students at 7 p.m. of the Language Center - UDEP, by putting them in imaginary and contextualized situations with the daily events working in pairs and in groups.
1.3.2. Specific objectives
 To improve and improve students’ vocabulary through readings from textbooks and magazines.
 To improve students' listening skills through situations which require them to actively listen to peers.
 To develop students’ communication skills by using role–play technique as a classroom activity.
 To provide students with the opportunity to give and receive feedback, by working in pairs and in groups.
 To apply the role–play technique as a classroom activity in order to encourage students to become actively involved in the learning process.