Role Playing/Simulation
Patricia K. Tompkins

Role playing/simulation is an extremely valuable method for L2 learning. It encourages thinking and creativity, lets students develop and practice new language and behavioral skills in a relatively nonthreatening setting, and can create the motivation and involvement necessary for learning to occur. This paper will examine this technique in detail.
There is little consensus on the terms used in the role playing and simulation literature. Just a few of the terms which are used, often interchangeably, are "simulation," "game," "role-play," "simulation-game," "role-play simulation," and "role-playing game" (Crookall and Oxford, 1990a). There does seem to be some agreement, however, that simulation is a broader concept than role playing. Ladousse (1987), for example, views simulations as complex, lengthy and relatively inflexible, but role playing as quite simple, brief and flexible. Simulations simulate real life situations, while in role playing the participant is representing and experiencing some character type known in everyday life (Scarcella and Oxford, 1992). Simulations always include an element of role play(Ladousse, 1987).
In this paper, the role playing/simulation method will be analyzed using the following format described by Richards and Rodgers (1986):
Approach
Theory of language
Theory of language learning
Design
Objectives of the method
Syllabus model
Learning & teaching activities
Learner roles
Teacher roles
Role of instructional materials
Procedure
Classroom techniques, designs and procedures
Approach
Theory of language
Richards and Rodgers (1986) examine three theoretical views of language: structural, functional and interactional. The role playing/simulation method follows from the interactional view. This view "sees language as a vehicle for the realization of interpersonal relations and for the performance of social transactions between individuals.... Language teaching content, according to this view, may be specified and organized by patterns of exchange and interaction or may be left unspecified, to be shaped by the inclinations of learners as interactors." (Richards and Rodgers, 1986, p. 17).
Role playing/simulation clearly promotes effective interpersonal relations and social transactions among participants. "In order for a simulation to occur the participants must accept the duties and responsibilities of their roles and functions, and do the best they can in the situation in which they find themselves" (Jones, 1982, p. 113). To fulfill their role responsibilities, students must relate to others in the simulation, utilizing effective social skills.
Christopher and Smith (1990) show how language teaching content in simulations may be either specified or left unspecified, by distinguishing between "convergent" and "divergent" models. When the convergent model is used, the patterns of exchange in the simulation are specified. When the divergent model is used, the patterns of exchange are left unspecified. A few of the specific differences are shown in this table:
_______________________________________________________________________
Convergent model Divergent model
---------------- ---------------
"This is the problem; "This is the situation;
how shall we solve it?" what will we do?"
The action has a "past." The action takes place "on stage."
Roles are given in detail. Roles have no constraints.
The organizer processes the action. No formal steps or sequences.
Focus on "what will happen?" Focus on what the players do.
_______________________________________________________________________
Theory of language learning
Scarcella and Crookall (1990) review research to show how simulation facilitates second language acquisition. Three learning theories which they discuss are that learners acquire language when: (1) they are exposed to large quantities of comprehensible input, (2) they are actively involved, and (3) they have positive affect (desires, feelings and attitudes).
Comprehensible input is provided in simulations because students engage in genuine communication in playing their roles. Active involvement stems from participation in worthwhile, absorbing interaction which tends to make students forget they are learning a new language. Students have the opportunity to try out new behaviors in a safe environment, which helps them develop long term motivation to master an additional language. In addition to encouraging genuine communication, active involvement, and a positive attitude, the simulated "real life" problems help students develop their critical thinking and problem solving skills.
Design
Objectives of the method
Cummings and Genzel (1990) state that the first step in designing a simulation is to decide upon game criteria. They give, as an example of a general objective: "I want my students to become more comfortable when visiting restaurants or to be more at ease in business situations, such as negotiating a contract." Specific objectives, such as "I want my students to know how to give their orders in fast food restaurants," are refined from these general objectives.
Syllabus model
The syllabus model could be a combination of "procedural" and "process." In early simulations, the learner`s own activities are central to learning but the tasks should be chosen by the teacher, thus following Skehan`s (1998a) definition of a procedural syllabus. For example, an early "ice breaking" game, such