期刊刊名：蘭陽學報 　 卷期：12期

篇名出版日期：2013年6月1日

作者：馬玉華,Yu-hwa Ma

語言：English

關鍵字：role play, pragmatics, EFL, low-achieving learners, Taiwan,角色扮演,語用,英語為外語,低成就學生,臺灣

被點閱次數：15次

閱讀時間：983sec

摘要：
This study examines low-achieving learner problems in performing role play tasks in an EFL classroom from a sociolinguistic perspective. Nineteen student-student pairs and one teacher-student pair participated in a price negotiation role play exercise, which the researcher videotaped and audio-recorded. An analysis of the transcribed data indicated that student role play interactions predominantly existed at a superficial level. Students relied on memorization to carry out the conversation with varying degrees of fluency. A high incidence rate of pronunciation problems, inaccurate parsing, wrong word order, problems with question formation, and Chinese-flavored English greatly reduced the comprehensibility of student verbal communications. Failure to listen to their partners also reduced the benefits of the role play task. In comparison to student-student pairs, the interactions of the student-teacher pair showed that the teacher’s role was crucial to provide cues to help students communicate. Moreover, the findings also indicated that some students gained some awareness of the necessity of nonverbal communication attached to the role play task demands. Students’ oral communication problems indicated a need for instruction on both pragmatic and linguistic levels.

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