Third, the sheer amount of language input available in play also contributes to language development. It is well known that the amount of language children hear strongly relates to their overall linguistic skills (Hart and Risley 1995; Hoff 2006; Hoff and Naigles 2002; Hurtado, Marchman, and Fernald 2008; Tamis-LeMonda and Bornstein 2002). Play with adults and peers bolsters language development because it encourages greater language use. For instance, the amount of time children talk to their peers during play in preschool positively relates to their vocabulary size in kindergarten (Dickinson and Moreton 1991), Finally, play might be important
Therefore, the use of interaction in speaking class is needed in order to augment learners’ speaking ability. Schweers Jr (1999) research proved that L1 is useful to construct better understanding and to have better interaction in class. In this paper, the author examines how the interaction during the speaking learning class. The interaction is related with teaching conversation and communication games. The verbal and non-verbal techniques are also examined to help teacher deliver the communication in the class effectively.
The author says that the English language classroom becomes an active participant when the teacher actively use drama techniques and activities. Heldenbrand (2003) states that the learners participate in drama activities in the classroom or on the stage through actual drama competitions, his or her spirit awakens more and the learner firmly comprehends the benefits of learning a language through
English language plays an essential role in all aspects of life. Teaching methodology must be hanged in school and college level. A lot of traditional methods have been changed recently. The education system has to be organized and make possible abilities and information by the activity based learning. Each teacher wants to encourage the students to active and make practice during class hours to achieve their Goals.
Role-play is a fun game and learners enjoy doing this funny game, also they make use of their imagination, it has positive effect on motivation. With the help of role-play activities students are provided with linguistic knowledge like vocab, functions, and structures. By using role play learners' creativity increases, they accept their responsibilities and duties so always they will do the best they
Wessels (1987) assumed that “If drama can really enrich the language class in all these ways, why are so many teachers reluctant to use it? Obviously, that trend might be appropriate to the old methods. It could be non-natural and fairly difficult for a teacher to monitor the activity. There may still be some shy students who do not want to perform in front of other people, and some cultures may not prefer this kind of learner-centered activity (Richards & Rodgers, 2001). Clearly, from their perspective, the main drawbacks of using drama are human and cultural factors, which prevent learners and teachers from creative, efficient learning and teaching
Their own rules. this helps them develop the ability to coordinate and plan with others as well as control their impulses. Next, dramatic play encourages language development. Children nowadays are motivated to communicate their wishes to their peers and must learn to speak on behalf of their roles. Dramatic roles play also support literacy which is provides perfect play for children to increase comprehension as children love to act out their favorite dramatic role plays.
Furthermore, Games encourage the ability to use language naturally and without conscious effort. Playing games give learners a reason to communicate to achieve an outcome and the purpose of playing (Ara, 2009). English language games provide learners with cause for communication and a context where they can practice speaking skills (Ara, 2009). I faced some instances when students were tired and reluctant to learn anything. At such time, I introduced a vocabulary game to them that broke the monotony and definitely involved and inspired the students to participate in the activities even the lazy ones.
Role play can help to dvelope key scientific skills (Hodgson,2010) .Because the 7th grade lack of these interpersonal scientific skills , this strategy can help the students acquiring these skills. To achieve the outcomes, the student should make an effective discussion with his colleague to make the supportive environment for learning and making reflection about his Knowledge by applying role play.”it encourages individuals,while in role,to reflect upon their Knowledge of subject”(lori.jarvis,Kathryn odell,Mike troiano). Feelings and knowledge gaining help the students to be life long learners .Regarding disadvantages of this strategy, it does not take into consideration the differentiation and learning style. So I am going to keep in mind the students characteristics and disabilities through my planning . So I decided to give the students the scenario before the time of the class to let them have the assistance from other student who can help them.
Following is an edited and abridged version of my dissertation for the certificate course in Professional Studies in Education from University of Bradford, UK in 2001. Introduction: The topic of my dissertation was, “Language Learning across the Curriculum for a Group of Six Years Old Children”. I have particularly focused on the importance of language in early years learning, and the role of an effective teacher to motivate the language learning process. The dissertation research gave me an insight that, “Everything that happens to children effects their language development, with each new experience they add to their store of language (Dean J. 1992)”.