ANALYZING HOW ROLE-PLAYING SCENARIOS CAN REINFORCE GRAMMATICAL STRUCTURES IN REAL-LIFE SITUATIONS

Authors

  • Turdaliyeva Shahnoza O'ktamovna The Teacher of the Chair of Foreign Languages and Literature Denau Institute of Entrepreneurship and Pedagogy

Keywords:

role-playing, holistic, authentic activities, collision, scenario

Abstract

Participants must actively participate in role-playing because of its interactive nature. Learners navigate these simulated interactions and acquire grammar principles by application rather than just memorization. Role-playing's instantaneous feedback loop allows for prompt error correction and reinforcement, resulting in an ongoing cycle of learning that fixes mistakes as they arise.

References

Reeves, T., Herrington, J. & Oliver, R. (2002) Authentic activities and online learning, in Quality Conversations, Proceedings of the 25th HERDSA Annual Conference, Perth, Western Australia,

John Biggs and Catherine Tang; Teaching for Quality Learning at University; Two Penn Plaza, New York, NY 10121-2289, USA

Gabrielle McSharry and Sam Jones; Role-play in science teaching and learning; the University of Manchester, Oxford Road, Manchester M13 9PL.

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Published

2024-01-08

Issue

Vol. 3 No. 2 (2024): ICEDH

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

How to Cite

ANALYZING HOW ROLE-PLAYING SCENARIOS CAN REINFORCE GRAMMATICAL STRUCTURES IN REAL-LIFE SITUATIONS. (2024). Proceedings of International Conference on Educational Discoveries and Humanities , 3(2), 1-5. https://econferenceseries.com/index.php/icedh/article/view/3543