SIMULATION BASED LEARNING
Games and simulations as an extension of the language-teacher's repertory are receiving renewed attention. The value of gaol-directed pair or group-activities in teaching fo Communicative Competence is obvious.
Most people agree that a game is essentially a form of recreation and that it should give enjoyment to the players. BUT, a game is not necessary in the way earning one's living or eating or sleeping is necessary.
On other hand, simulation is governed not so much by rules as by information, data or a scenario, together with a clearly defined objective.
Both are characterized by
- Explicit rules which players are to observe, or behavior students need to mime to absorbe the information.
- In most cases by an objective to be reached or a task to be performed.
Information and Lunguistic Input
Confrontation or discussion student work
SIMULATION PHASES DESCRIPTION
Student require the basic information and data to get the knowledge about the situation.
Information and Linguistic
It is no accuracy but fluency is the main objective and the teacher is by turns monitor, manager and linguistic informant.
Feedback is an essential part of effective learning. It helps students understand the subject being studied and gives them clear guidance on how to improve their learning.
Class activities should be linguistically structured; which means, teachers should monitor students errors and mistakes to be revised as soon as possible.
ROLE PLAY AIMS
It was originally tried out in industrial and managerial training. It now connotes activities in teaching of English as a foreign language ranging from:
To provide the learner with a rehearsal for "real life" and roles he/she will have to assume outside the classroom apparently.
To provide and intensive oral practice in a relatively free and creative manner.
To provide an opportunity to develop and test communicative competence.
1. It ignores the participant´s aim in interaction, social integration, gaining "face" and achiving some specific goals.
2. It ignores the listener´s expectations. In other words, he /she is not trying to beahve or speak like a native speaker.
3. It ignores the fact that the English-speech community is international, establishing its own pattern of interaction.
Many teachers, in order to maxim simulation exercises, they try to train the learner to interact like a native speaker but, at the same time is unfair in that: