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The Application of Role-play in Junior English Teaching
Introduction
The ultimate goal of foreign language teaching is to enable the students to use the foreign language in work or life when necessary. But the present practice in the English learning teaching (ELT) classroom in China could not provide satisfactory conditions for both teachers and students to achieve the goals by the traditional teaching model. How to make English learners feel the real language situation and context when learning English is worth studying. Role-play is an effective way to make English learners reach the goal. This paper aims to attempt to study the application of role-play activities in junior English classroom.
Before the discussion of the application of role-play in junior English teaching, the writer wants to do a brief introduction about role-play. Role-play is a learning activity in which you behave in the way somebody else would behave in a particular situation from the OXFORD Advanced Learner’s English-Chinese Dictionary. In pedagogy, it is a common language learning activity where students play different roles and interact from the point of view of the roles they play. As everyone knows, most of junior students are tired of English for remembering words or grammar. VanMents (1989) in his book claimed that a major advantage of role-play was that “it was highly motivating and gave students simple, direct and rapid feedback…”So role-play activities can highly motivate students’ interest. In role-play activities, students are encouraged to actively participate in activities that are designed to promote the use of the language. Role-play activities provide students opportunities to practise English in a safe and relaxed atmosphere. In fact, role-play has been one of the effective ways especially in English teaching.
This paper consists of three parts： 1 is the causes of using role-play in junior English teaching, Part 2 is the application of role-play in junior English teach
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