I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission
I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission
I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission
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One mrc point thal is to be m€ntioned in reiarion to group<br />
work is that grolp work activitica have bm suc.€ssfin it s4ond<br />
language &quisitioD and as a r€su[ e<strong>tr</strong>€ctive b.suage le3mh8 h3!<br />
been achiev€d. Ponq (iD Yalderl 1987: 152) refts to tbb poid as<br />
saying thal groDp wo.k "...is provins very beneficial and has led to<br />
e<strong>tr</strong>eclive llnsuse a.quisitiot with m eYid€nc€ of incor€ct forB!<br />
of tll€ ra.get language appearing ar 3 result of it'' Tlu5, the good<br />
pcrforna&e by tbe studdts in tbe Posr-r$t ard th€n Politive<br />
anitude a, r.flected in the $sstio lair€ could be aftihted pardy<br />
lo group activities <s<strong>tr</strong>ong>tt</s<strong>tr</strong>ong>tst lEve bd itopldated in lhe chseoon<br />
7. ROLDPI,AYACTIVTIIES<br />
From th€ results of naterial adaptatio! &d classroom<br />
obsewatjor! one @ s@ tbat role-play &tiviries w€re us€d<br />
successinly in th€ exp€rin€nt and pmv€d to be good leam€rc€niercd<br />
ones. lD spit€ of th€ir lilrited use h thjs e4€riment the<br />
lemers djoyed rcle-play activities. By their natute, rol€'play<br />
activitics lcnd thenseives e.esily lo sctiudes wb..e lbere at two<br />
roles lo be play€d. this me.rE tllen is more thd one snrdenl lhal<br />
Ias lo iake pan. 1}* &tivirie! lpply |o dialogB and the studcn6<br />
should do Ihis afr€r they hav€ hasler€d the original dialogE A,<br />
they di4 students in tw6 (paiE) play tlE roles oftwo PeEoEs like<br />
tllat of fie o.igiml dialogw but lhis lim€ they had to insen lheir<br />
oD ideas and lheir os pelsoDl exptessioD& Moreover, l})ey had<br />
i€€ly chosen their par<s<strong>tr</strong>ong>tt</s<strong>tr</strong>ong>l€rs. Many int€resting and unexp€.led<br />
lanSuge beluviors and jnter?€rsotd acllos carc inlo play.