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SKITS AND ROLE PLAY IN THE SECOND LANGUAGE CLASSROOM

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SKITS AND ROLE PLAY IN THE SECOND LANGUAGE CLASSROOM Ashlee Proctor Spring 2010 About the Research My Question: Does the use of skits and role play in the second ... – PowerPoint PPT presentation

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Title: SKITS AND ROLE PLAY IN THE SECOND LANGUAGE CLASSROOM


1
SKITS AND ROLE PLAY IN THE SECOND LANGUAGE
CLASSROOM
  • Ashlee Proctor
  • Spring 2010

2
About the Research
  • My Question Does the use of skits and role play
    in the second language classroom impact language
    acquisition for the students?
  • Terms
  • Skit/role play - a situation in which the
    students play a natural role, i.e. a role that
    they sometimes have in real life (e.g., buying
    groceries or booking a hotel) (Kodotchigova,
    2002).

3
Video clip of skitEn el restaurante
4
Review of Literature
  • Theory Base
  • Studies
  • Piaget--constructivism
  • Andresen (2005)
  • Curtain and Dahlberg (2004)
  • Magos and Politi (2008)
  • Nolan and Patterson (2000)
  • Blesdoe (1992)
  • Haskin, Smith, and Racine (2003)
  • Lesser (2004)

5
Methodology
  • Setting
  • A rural high school in Western North Carolina
  • The study includes students from two Spanish
    level 2 classes.
  • Skits/role play
  • Based on each chapters vocabulary
  • Real life situations that could take place
    (buying train tickets, making dinner
    reservations, ordering food, etc.)

6
Instruments
  • Students chapter test grades (Chapter 1 2)
  • End of test survey (Students answered on a scale
    of 1-3)
  • 3 being helps a lot, 1 being does not help
  • Post-reflection survey (Students answered on a
    scale of 1-5)
  • 5 being strongly agree, 1 being strongly disagree
  • Anecdotal Notes
  • Student involvement/attitude

7
Process
  • Unit/Chapter 1
  • Students are taught vocabulary, grammar, and
    culture from Chapter 1 of their textbook.
  • Students create skits relating to the chapter
    information (traveling by train).
  • Students take a test on chapter information and
    determine whether the skits helped when preparing
    and taking their exam.
  • Unit/Chapter 2
  • Students learn information from chapter.
  • Students create skits relating to the chapter
    information (in the restaurant)
  • Students test on chapter and determine whether
    the skits helped with preparation of exam
  • Post-research
  • Students determine overall helpfulness of skits
    in addition to chapter information.

8
Findings
  • Chapter Exam Grades

88
88
88
88
88
84
88
84
9
Findings
  • Survey ResponsesChapter 1

10
Finding
  • Average Grades compared with Responses

93
88
91
86
93
88
91
86
11
Findings
  • Survey ResponsesChapter 2

12
Findings
  • Average Grades compared with Responses

95
82
94
81
95
82
94
81
13
Findings
  • Post-reflection Surveys

14
Conclusions
  • The majority of students determined that skits
    and role play improve their language acquisition.
  • Students determined the skits were most helpful
    in the areas of vocabulary, oral conversation
    skills, and for the unit tests.
  • Students were overall receptive to the skits and
    seem to enjoy creating and presenting their role
    plays.
  • Skits and role play in the second language
    classroom can have a positive impact on language
    acquisition.

15
Things to change
  • Less SNOW DAYS Longer period of time for
    research
  • Chapters without skits for a comparison
  • Look at gender differences
  • Look at learning styles in relation to the use of
    skits.

16
Acknowledgments
  • Special Thanks to my cooperating teacher, Mrs.
    Williamson, and to the students in my study.
  • Thanks to the staff at UNCA, as well as, my
    fellow Action Research peers.

17
References
  • Bledsoe, P. (1992). Performance and evaluation
    of communicative tasks The video camera in the
    L2 classroom. Hispania, 75(2), 437-440.
  • Curtain, H. Dahlberg, C. (2004). Languages
    and children Making the match. Boston, MA
    Pearson Education, Inc.
  • Haskin, J., Smith, M., Racine, M. (2003,
    January 1). Decreasing anxiety and frustration
    in the Spanish language classroom.
  • Kodotchigova, M. (2002). Role play in teaching
    culture Six quick steps for classroom
    implementation. The Internet TESL Journal, 8(7).
    Retrieved from
  • Lesser, Michael J. (2004). Learner proficiency
    and focus on form during collaborative
    dialogue. Language Teaching Research, 8(1),
    55-81.
  • Magos, K., Politi, F. (2008). The creative
    second language lesson The contribution of the
    role-play technique to the teaching of a second
    language in immigrant classes. RELC Journal
    A Journal of Language Teaching and Research,
    39(1), 96-112.
  • Nolan, Robert E. Patterson, Robert B. (2000).
    Curtains, lights Using skits to teach English
    to Spanish-speaking adolescents and adults.
    Journal of Adolescent Adult Literacy, 44(1),
    6-14.
  • OMalley, J. Chamot, A. (1990). Learning
    strategies in second language acquisition. New
    York, NY Cambridge University Press.

18
Questions?
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