Teaching and learning vocabulary through role-play activities

Abstract

The purpose of this research is to compare two different ways of learning vocabulary in order to prove whether using role-play strategies is more effective than the traditional methodologies used nowadays in English as a Foreign Language (hereinafter, EFL). The modality of this work is educational research. After reviewing the type of activities that are currently carried out and the way in which vocabulary is classified in these activities, another sort of classification and storage of vocabulary is shown. Frame semantics theories have been compared to those theories which defend the organization of the lexicon into semantic fields as the best way of storing and retaining vocabulary in one’s mind. In order to prove what option is the best, a pilot study has been carried out with two groups. Group A has used role-play activities to learn vocabulary, whilst Group B has followed the same instructions that they have been using all throughout their English lessons. Once the vocabulary has been taught, an exam has been given to them in order to prove whether there is a remarkable difference that leads to better results among students from Group A. Finally, the results of this pilot study have proved that role-play activities enhance learning vocabulary. As frame semantics studies defend, working with situations and contexts helps students to activate some previous knowledge which contributes to a better learning since vocabulary is stored and organised in an unconscious way. Furthermore, the test has shown that role-play activities not only are better to learn some specific vocabulary, but also related vocabulary regarding a topic.