Engaging in English Speaking Teaching Based on a Task-Based Approach: “Role-Play” with an Adult Syrian in an Experiential Learning

Abstract

In this article, the author reports, in a narrative style, details of teaching speaking in experiential learning with a Syrian woman, and the author’s perceptions of applying a role play task-based approach. It has been widely acknowledged that second language learning can be more successful when learners were offered the opportunity to experiment with language. However, traditional teaching methods fail to allow students to engage in real-life communicative situations. A technique employed by the author is role-play based on Task-based Language Teaching (TBLT). The role-play task, informed by principles of TBLT, allows second language (L2) learners to engage with the language in meaningful ways to develop communication skills. The author uses this technique to help an L2 adult learner to practice English in real-life situations, to enrich her vocabulary, and to develop basic life skills. The author uses this experiential learning to explore problems of speaking teaching, and then provides recommendations for assisting teacher students to enhance their knowledge about English speaking teaching.  

Keywords: Role play, Task-based language teaching, oral communication, speaking English, experiential learning, teacher’s and student’s perceptions.