With the turn to rather communicative language teaching during the mid-seventies, role playing has found its way in German EFL classrooms. Even forty years after its initial arrival, role playing is still one of the most frequently used communicative teaching methods. The method is commonly regarded as decidedly effective, communicative, versatile and close to everyday life situations. Unsurprisingly, role playing has been also establishing itself in the compulsory Brandenburg curriculum framework for decades now.
However, the apparent opinion of the enormous popularity of role playing is not shared by everybody. Especially for reticent and shy pupils as well as for those who suffer from language and speech anxiety in the EFL classroom, this method states a frequent confrontation with their problems. Since this confrontation can by far not be treated as an individual case, this paper aims to approach on the chances and limitations of role playing in regard to the issue of pupils’ anxiety of speaking. Where in the design of the role play can major issues be found? Are those issues even avoidable? And do comparable alternatives to role playing exist?
In order to provide a proper answer to the raised questions above, the outline of this paper is structured as follows. At first, necessary terminologies need to be defined more closely to ensure the further intelligibility. This part includes a short definition of a role play, its decisive characteristics as well as the explanation of its didactic usage. Furthermore, the terms speech-, speaking- and language anxiety will be examined in the same chapter (2.1 & 2.2). Following this, leading scientific theories around anxiety in the language classroom (2.3), including Horwitz’s components of language anxiety, will serve as a basis to expose the narrow connection between the method’s design and the theories’ perceptions. Against this theoretical background, the third chapter (3.) will focus on the availability of suitable alternatives to role playing and their evaluation. Finally, chapter 4 will conclude and critically reflect on the made perceptions. The personal additional value of this work lays in a more sensitive practice with role plays and in finding improvements within the dealing with speech anxiety of pupils.
Table of Contents
1. Introduction
2. Contextual Analysis
2.1 Definition and decisive characteristics of role plays
2.2 Definition of (speech) anxiety in the EFL classroom
2.3 Speech anxiety and role playing in the EFL classroom
3. Critical Reflection
3.1 Alternatives and adaptation of role plays to speech anxiety
3. Conclusion
Research Objectives and Core Themes
The primary objective of this paper is to examine the inherent tension between the pedagogical use of role playing in English as a Foreign Language (EFL) classrooms and the psychological phenomenon of speech anxiety among pupils, ultimately seeking strategies to mitigate these negative effects.
- The didactic function and methodology of role playing in language teaching.
- Theoretical frameworks of speech and language anxiety (Horwitz et al.).
- Identification of critical triggers for anxiety within the design of role plays.
- Evaluation of alternatives such as simulation plays to foster a more inclusive learning environment.
- The role of the teacher as a facilitator in reducing negative evaluation pressure.
Excerpt from the Book
2.3 Speech anxiety and role playing in the EFL classroom
The issue of anxiety in the language learning classroom and its impacts has been an object of investigation for many empirical studies. At this point, the leading theories on language anxiety in the EFL classroom will be associated with the design of role plays.
According to Horwitz et. al. (126), foreign language anxiety consists of “self-perceptions, beliefs, feelings and behaviors related to classroom language learning arising from the uniqueness of the language learning process”. Horwitz states that anxiety in communicative language learning classrooms can be attributed to three main components: communication apprehension, fear of negative evaluation and test anxiety (cf. ibid. 127). Here, the method of role playing with its structural design provides a clear target of speech anxiety. In the framework of communication apprehension, it is proposed that language students often have complex ideas, however, but they could not express them because of an immature second language vocabulary. The inability to express oneself or to understand another individual leads to frustration and apprehension, and so can have severe effects on the basic and necessary motivation to participate in role plays (cf. ibid 127).
However, the major challenges and risks of role playing considering speech anxiety can be attributed more suitably to the further components of Horwitz’s theory. The fear of negative evaluation and test anxiety are both significant factors which influence the perception of role plays. Watson & Friend (in: Occhipinti 23) define the fear of negative evaluation as the “apprehension of other’s evaluations, distress over their negative evaluations, avoidance of evaluative situations, and the expectations that others would evaluate oneself negatively.” In the case of foreign language learners, these pupils reduce participation in communicative activities which could force them to be more exposed to others’ judgments (cf. Aida 160).
Summary of Chapters
1. Introduction: This chapter contextualizes the prevalence of role playing in EFL classrooms and introduces the central problem of its conflict with pupil anxiety.
2. Contextual Analysis: This section provides essential definitions of role playing and speech anxiety, establishing a theoretical link between the two concepts based on Horwitz's components of language anxiety.
3. Critical Reflection: This chapter evaluates alternatives to traditional role playing, such as simulations, and explores teacher-led strategies to reduce anxiety-inducing elements.
3. Conclusion: The conclusion synthesizes the findings, arguing for a reformed, pupil-centred approach to role playing that prioritizes an anxiety-free learning atmosphere.
Keywords
Role playing, EFL classroom, Speech anxiety, Language anxiety, Communication apprehension, Fear of negative evaluation, Test anxiety, Communicative language teaching, Simulation, Pupil-centred teaching, Facilitator, Anxiety-free learning, Language learning process, Verbal conflict resolution, Pedagogical methodology.
Frequently Asked Questions
What is the primary focus of this paper?
The paper explores the challenges of implementing role playing in EFL classrooms, specifically focusing on how the structural design of this method can trigger speech anxiety in students.
Which theoretical framework is used to explain anxiety?
The author primarily utilizes the theory developed by Horwitz et al., which categorizes language anxiety into three main components: communication apprehension, fear of negative evaluation, and test anxiety.
Is the research goal to eliminate role playing?
No, the aim is not to eliminate the method, but to advocate for a "reformation" or more sensitive adaptation of role playing to make it more inclusive for anxious learners.
What pedagogical method is suggested as a potential alternative?
The text suggests "simulation plays" as a more authentic and less abstract alternative that allows students to respond more naturally, often by playing themselves.
What is the role of the teacher in this process?
The teacher is encouraged to act as a "facilitator" rather than an evaluator, providing support during preparation while minimizing the pressure of correction during the actual performance.
How is speech anxiety defined in the context of this study?
Speech anxiety is described as a social anxiety involving tension and apprehension when speaking in front of an audience, often manifesting as a form of stress reaction that inhibits the learning process.
Why are standard role plays often problematic for shy students?
They often involve a level of theatricality and public evaluation that can lead to a "fear of negative evaluation," especially when pupils struggle to identify with the assigned role or situation.
What practical advice does the author provide for error correction?
The author suggests that teachers should avoid strict grading of performances and instead opt for private consultations or anonymous feedback to avoid discouraging students.
- Citation du texte
- Sebastian Nickel (Auteur), 2017, Dilemma in the EFL Classroom. When Role Playing encounters Speech Anxiety, Munich, GRIN Verlag, https://www.grin.com/document/444904
