SIMULATIONS CARINA ELIZABETH CHOCOJ 6076 99 2458 SIMULATIONS
SIMULATIONS �CARINA ELIZABETH CHOCOJ � 6076 -99 -2458
SIMULATIONS
INTRODUCTION �Over the past two decades, a variety of nontraditional, humanistic teaching methods (e. g. , Total Physical Response, the Silent Way, Suggestopedia, the Natural Approach, Community Language Learning, etc. ) have been introduced to Japan in the hope that students will learn to speak English more fluently in their quest to the promise land of language mastery.
�The most common view of simulations is that they provide a way of creating a rich communicative environment (a representation of reality) where students actively become a part of some real-world system and function according to predetermined roles as members of that group.
WHAT IS A SIMULATION? � Simulations are instructional scenarios where the learner is placed in a "world" defined by the teacher. They represent a reality within which students interact. � A simulation is a form of experiential learning. It is a strategy that fits well with the principles of Student-Centred and constructivist learning and teaching. � Simulations take a number of forms. They may contain elements of: � a game � a role-play, or � an activity that acts as a metaphor. � Simulations are characterized by their non-linear nature and by then controlled ambiguity within which students must make decisions. The inventiveness and commitment of the participants usually determines the success of a simulation.
SIMULATIONS �The innate benefits of simulations include: � (a) fulfill students' need for realism---a desire to "relate to life 'out there' beyond the classroom's boxlike walls“ �b) increase student (and teacher) motivation, especially for those in EFL situations who might see English as a deferred need at best �(c) dismantle the normal teacher-student relationship so that students take control of their own destiny within the simulation, leading towards "declassrooming" the classroom
�(d) help the learner confront and identify with the target culture. �e) reduce anxiety levels which is essential to language development �(f) allow teachers to monitor the participants progress unobtrusively.
A Link Between Simulations and Language Assessment �As part of this movement, Littlejohn (1990, p. 125) suggests that "the use of simulations as a testing device is. . . an important development since it should be possible to replicate the situations in which learners will have to use the language. ”
COMMON ISSUES USING SIMULATIONS �Resources and time are required to develop a quality learning experience with simulations. Assessment of student learning through simulation is often more complex than with other methods. �Simulated experiences are more realistic than some other techniques and they can be so engaging and absorbing that students forget the educational purpose of the exercise. �If your simulation has an element of competition, it is important to remind the students that the goal is not to win, but to acquire knowledge and understanding.
ROLE PLAY �It is an activity that teacher can use to practice simulations during class and students play at the same time that they interact with their classmates. �A check list is a good method that teacher can use to evaluate this activity.
�Videotaping or tape recording. Recording simulations can serve as a powerful tool for encouraging selfcorrection as well as student and/or teacher-initiated feedback
�Debriefing. The ultimate success of this simulation hinges on the efficacy of a wrap-up or debriefing session (together with the self-evaluation checklist and recordings) where students and the controller can openly discuss behaviors, outcomes, general language difficulties, and the contextual appropriateness of their language discourse. Because I, as the controller, do not take part in the simulation, I am able to look in as an observer without inhibiting students from assuming their roles.
CLONCLUSSION Simulators are good because help students to learn creating real situations that use them to understand better some topics or situation in the life.
Let´s go to play �http: //www. fooddetectives. com/
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