O desenvolvimento da oralidade em língua inglesa através de Role-playing games

Abstract

The experiences as an English teacher and studies on the practice of speaking in English (hereinafter LI) lead us to realize how communicative teaching in Brazil still has difficulties in its implementation. Thinking about how we could promote orality in the English class, this research work proposes three Role-playing Games (RPG) to foster the practice of speaking in English classes, as well as to develop the skills related to it. In order to fulfill these goals, improve three RPG games that had been used in our classroom and to give theoretical support to this research, we based it on constituent elements of Interactional Competence (CELCEMURCIA, 2007) and in the Second Language Speaking (GOH and BURNS, 2012; BURNS, 2013) Competences. These studies make it possible, within an Active Teaching Method (SCHANK, 1995; WELTMAN, 2007) as is the RPG, to produce feedback that helps to monitor the learning and development of orality throughout the project. Furthermore, guided by the authors named here relating to the use of RPGs in education and game design (JÄRVINEN, 2008; KAPP, 2012), we were able to improve the aforementioned games to achieve the objectives of this research. Our wider theoretical framework is based on studies that recommend the use of RPGs in education (FAIRCHILD, 2004; VASQUES, 2008; FLOYD D. and PORTNOW, 2008), mainly in the teaching of English (LUIZ, 2011; LEFFA, BOHN, DAMASCENO and MARZARI, 2012). We hope that when applying in class our proposed use of our three RPG games, using the aspects related to orality available in our methodological and theoretical framework, we can encourage students to develop their orality in LI, as well as encourage the application of communicative-based methodologies in language teaching. As a further outcome we aim to contribute to the studies on the two.