Role-play and Orientation to Task

Abstract

Although a lesson may seem successful when casually observed, it may be a failure when psycholinguistic factors are considered. This paper comments on a college-level lesson using role-play; the students were motivated, hard-working and enthusiastic, yet the underlying purpose of the activity was not well communicated by the instructor. In the end, though the results were carefully prepared and performed, the students did not approach any of the linguistic or pedagogical goals envisioned by the teacher. The discussion is informed by the Vygotskyan notion of 'orientation to task.'