Kurs ishining tuzilishi

1.6. Types of speaking activities
Knowing the principles of communicative activities, it is now easier to distinguish certain types of this spoken interaction. Many authors list such activities according to various characteristics, for example in relation to their popularity or completely accidentally. The activities below are not enumerated in accordance to their popularity.
According to Gołębiowska, in discussions, learners are presented with a problem and have to express their own opinions about it. Students also retain their personalities and views and their task is to come to an agreement considering an issue introduced by the teacher.
Dakowska states that an interview involves two roles: the role of an interviewee, which is more demanding according to factual information, and the role of an interviewer. Very often interviews are integral parts of more structured tasks, such as simulations or projects.
Undoubtedly, speaking skills are the skills which are both the most difficult to possess, but, yet, they are also in the highest demand since people’s biggest desire nowadays is the ability to speak English without any mistakes. Without the ability to communicate in different languages the world simply could not have been able to function and that is why developing speaking skills should be of great importance at schools.


CHAPTER 2: ROLE-PLAYS AND GAMES IN THE ELT CLASSROOM
2.1. What is role-play?
Role-play can be a very successful tool in the teacher’s hands. As its prime goal is to boost students’ interaction in the classroom, educators should not forget about incorporating such a speaking activity to reflect learners’ theoretical knowledge of a language in practice.
Definition of role-play
For the reason that there is no one precise definition of role-play and various authors see it in a different way, the beginning of this chapter deals with three different explanations of this speaking exercise.
According to Porter-Ladousse¹⁵, “role play activities range from highly-controlled guided conversations at one end of the scale, to improvised drama activities at the other; from simple rehearsed dialogue performance, to highly complex simulated scenarios.” The author of these words puts a lot of emphasis on a wide scope of role-play activities. Such a speaking task may be a limited one and be supported by prepared cues, for example by dialogues; or, conversely, role-play might be an activity where students rather improvise than rely on the practised dialogue. Porter-Ladousse also points out that role-play may differ in complexity, that is, some performances may be very short and simple, whereas some utterances may be very structured. The difficulty of the activity depends, therefore, on the language level.