Abstract
M.Ed. (Subject Didactics)
The focus in this study is on roleplay as a technique for second language education, wi the specific reference to oral communication. The field study as well as the theoretical framework is placed against the background of Communicative Language Teaching (CLT) as language education approach or; The theoretical research encompasses role-play as Anthropological phenomenon and especially also as a didactic principle. This framework is complemented by a brief exposition of LT as language education paradigm. The field work is based on qualitative observation. The researcher had
participant observation st.atus at a school for a month. A multi-faceted analysis of two oral communication lessons were made. The qualitative observation is triangulated with structured interviews (questionnaire type), open-ended interviews, document analysis as well as structured systematic analysis of two recorded lessons.
It was found that there was a significant difference in interpersonal social language usage in the two lessons. The lessons in which role-play was implemented as a technique showed a qualitative increase in language production. It is to be concluded that role-play accommodates oral communication in second language context meaningfully as a mode of pedagogic discourse, supported by a simulated naturalistic milieu.