Simulations as a method  of teaching communicative skills

V. V. Shcherbina http://orcid.org/0000-0002-2717-3855

Keywords: communicative skills, creative abilities, role-playing exercises, simulations.

Abstract

The article is devoted to the analysis of simulations as specific learning activities in their combination with the other English language teaching techniques at all the stages of an English lesson. Simulations are taken into consideration as alternative to the traditional teaching format. They are described as a form of group work designed for intermediate and advanced learners. It is shown that simulations are a good way of practicing discussions, the language of persuasion. Simulation is viewed asa kind of communicative situation created for developing learner’s communicative skills. Simulations have much in common with role-playing exercises. The main features of simulations are defined in their comparison with role plays.It is pointed out that role plays don’t require too long preparation. They are often enacted around everyday situations and are based on the use of situational language. It is proved that simulations require more time to prepare and organize. They are more structured and complicated because they consist of several stages as a rule. In the works of modern foreign linguists simulations are viewed as a demanding and challenging activity. Simulations may be called a specific kind of group work as it minimizes competition with winners and losers that can be psychologically destructive and maximizes challenge which is considered to be the most important characteristic of simulations as students feel inspired to do their best.

The set of simulations efficient for the development of communicative skills has been offered. It is proved that simulations of this kind give learners the opportunity to sense the working of language as living communication. Each learner has optimum opportunity for oral practice. It is shown that simulations are usually based on team work in order to maximize ways of making every learner experience success. It is pointed out that simulation has quite a complicated structure consisting of a number of activities. Some of them can be used as warming-up exercises some activities can help students to integrate new knowledge into existing knowledge. The simulations offered in the article may be especially efficient if there is a lot of vocabulary to review. Such activities aimed at developing communicative skills give every learner reason for speaking. They provide a basis for the development of more sophisticated, conceptual and abstract thinking in future.

Downloads

Download data is not yet available.

References

Byrne D. Teaching Oral English / D. Byrne. – London : Longman, 1976. – 146 p.
Davison A. Games and Simulations in Action / A. Davison, P. Gordon. – London : Woburn Press, 1978. – 200 p.
Howe L. Personalizing Education / L. Howe, M. Howe. – New York : Heart, 1975. – 574 p.
Jones K. Simulations in Language Teaching / K. Jones. – Cambridge : Cambridge University Press, 1980. – 122 p.
Klippel F. Keep Talking / F. Klippel. – Cambridge : Cambridge University Press, 1984. – 202 p.
Lee W. Language Teaching Games and Contests / W. Lee. – Oxford : Oxford University Press, 1980. – 145 p.
Lynch M. It’s Your Choice / M. Lynch. – London : Edward Arnold, 1999. – 234 p.
Maley A. Drama Techniques in Language Learning/ A. Maley, A. Duff. – Cambridge : Cambridge University Press, 1978. – 345 p.
Pugliese C. Being Creative / C. Pugliese. – Oxford : Oxford University Press, 2012. – 278 p.
Wallas G. The Art of Thought / G. Wallas. – London : Solis Press, 2014. – 295 p.
Wright A. Games for Language Learning / A. Wright, D. Betteridge, M. Buckby. – Cambridge : Cambridge University Press, 2006. – 270 p.