Simulation
Definition
Simulation is a language learning model which allows students to express themselves to their peers in a group setting, groups comprising usually three or four. It is related to Role Play, but in Simulation students retain their own personas and are not required to pretend
to be someone else.
to be someone else.
How simulation works
In Simulation the group members would not be expected to place emphasis only on a given set of language points, and effective communication should be the outcome, rather than the strictly correct use of vocabulary and structures. The group is given a task which may last a single period or stretch over a number of sessions. These tasks may range from the fairly short to the longer-term, more wide-ranging and complex (see www.languages.dk/methods/methods.html). The length of the Simulation need not be connected to the complexity of the language required to carry it out, as the language skills which students bring with them to the exercise are what determines its linguistic complexity. At the end of the exercise the group will have arrived at some decision or series of decisions and choices which they will be expected to explain and justify. However, the process of the exercise is of at least as great importance as the product in the sense that the linguistic interaction among the students will determine its effectiveness and success.“On the other hand, simulations, where simple or complex do not specify the role a person has to play. On the contrary, a task is given which requires participants to resolve a problem of some kind using their own life experience and character. Simulation mimic real life situation as closely as possible. For example, if you have a group of doctors learning English as a second language and they need to practice in a “real life” context, you would set up a simulated situation in a hospital or health centre in which doctors have to meet ‘patients’ and diagnose their problem, and give treatment or prescriptions. The ‘patients’ may be given (or create themselves) their symptoms, and the doctors have to find out the cause of the illness (using their own experience) by interacting with the patients. The problem is resolved when the doctor diagnoses the problem, and prescribes therapy,” says Kate Wong.
Successful simulation
In order to succeed, a Simulation should be underpinned by a sense of reality or should create a brand new reality. Ideally, it should be relevant to the lives and interests of the students who are in charge, with the teacher unobtrusively monitoring the proceedings. This feature of Simulation increases students' autonomy and motivation, and lowers their anxiety levels since they are interacting as equals with a small group of their peers rather than performing for the teacher and class as a whole. Realism can be enhanced, particularly for longer-term simulations, by adapting the classroom so that it simulates the environment in which the exercise is said to be taking place, i.e. for a simulation taking place in an office, the classroom can be adapted to replicate a real
working office. Although this desideratum is not always practicable, there are other ways in which the learning environment can be changed to resemble that proposed under the Simulation, such as:
• black/white boards can be adapted to resemble office noticeboards;
• desks can be grouped or separated to simulate work stations;
• posters/visual aids clearly associated with college can be removed and replaced by more
appropriate work-related material;
• the radio should be playing, preferably in the target language, or music if not;
• telephones/faxes/computers should be present;
• snacks, hot and cold drinks and personal possessions should be visible at work stations.
working office. Although this desideratum is not always practicable, there are other ways in which the learning environment can be changed to resemble that proposed under the Simulation, such as:
• black/white boards can be adapted to resemble office noticeboards;
• desks can be grouped or separated to simulate work stations;
• posters/visual aids clearly associated with college can be removed and replaced by more
appropriate work-related material;
• the radio should be playing, preferably in the target language, or music if not;
• telephones/faxes/computers should be present;
• snacks, hot and cold drinks and personal possessions should be visible at work stations.
Useful tips
Teachers
• conduct the preparation stage through the medium of the target language; ensure that
the Simulation is of relevance and interest to the students;
• construct groups containing mixed or differentiated levels of ability depending on their
students' needs
• monitor the groups’ language and participation levels during the simulation;
• conduct the preparation stage through the medium of the target language; ensure that
the Simulation is of relevance and interest to the students;
• construct groups containing mixed or differentiated levels of ability depending on their
students' needs
• monitor the groups’ language and participation levels during the simulation;
Possible difficulties and solution
Can the target language be used to explain the nature and purpose of the
exercise?
The target language should be used exclusively or as much as possible as the language of classroom management in any case. To revert to the native language for this purpose is to undermine the notion that the target language can be used for real communication.
Are the students sufficiently at ease with the target language generally to
cope with the demands of this simulation exercise?
If students are not comfortable in the target language, simulation can allow them to sit back and leave the bulk of the work to other, more articulate, members of the group. Although this is a problem not unique to simulation but to group work in general, the hands-off nature of simulation on the part of the teacher means that the passivity of
such students is exacerbated. If the teacher is to carry out her role in the simulation context effectively, she should remain an unobtrusive monitor and not enter the process to encourage students to play a more active role. This last is necessary if the claims of student autonomy made for simulation are to be realised. See McArthur (1983) and Sharrock and Walsh (1985).
Have the students expressed an interest in the topic of the proposed simulation?
Relevance and a sense of reality are desirable if simulation is to allow students to use the target language to express themselves. Otherwise the exercise becomes role-play which, although useful, removes students from themselves. For the non-linguistic benefits of simulation, see:
http://uk.cambridge.org/elt/ces/methodolgy/simulation.htm
http://www.languages.dk/methods/documents/language_sim.htm
Must all simulation sessions be relevant to the students?
Relevance is highly desirable in the context of simulation, and given that simulation is only one of a number of approaches available to the teacher, sessions should be based on and informed by the interests and experiences of students.
Should groups be mixed-ability or banded?
Since the teacher knows her students better than any theorist, it is she who must determine how the maximum benefit can accrue to the greatest number of students. If she feels that less advanced students would benefit from the help of their more advanced peers, she will choose mixed-ability groups. If, however, she feels less advanced students will be intimidated in mixed-ability groups, and for the purpose of differentiation, she should band groups by language level. Rather than follow a prescribed ruling, the teacher should base her decision on her knowledge of the students. Sensitivity must be exercised in the formation of groups so that students do not perceive the existence of "clever" and "slow" groups.
exercise?
The target language should be used exclusively or as much as possible as the language of classroom management in any case. To revert to the native language for this purpose is to undermine the notion that the target language can be used for real communication.
Are the students sufficiently at ease with the target language generally to
cope with the demands of this simulation exercise?
If students are not comfortable in the target language, simulation can allow them to sit back and leave the bulk of the work to other, more articulate, members of the group. Although this is a problem not unique to simulation but to group work in general, the hands-off nature of simulation on the part of the teacher means that the passivity of
such students is exacerbated. If the teacher is to carry out her role in the simulation context effectively, she should remain an unobtrusive monitor and not enter the process to encourage students to play a more active role. This last is necessary if the claims of student autonomy made for simulation are to be realised. See McArthur (1983) and Sharrock and Walsh (1985).
Have the students expressed an interest in the topic of the proposed simulation?
Relevance and a sense of reality are desirable if simulation is to allow students to use the target language to express themselves. Otherwise the exercise becomes role-play which, although useful, removes students from themselves. For the non-linguistic benefits of simulation, see:
http://uk.cambridge.org/elt/ces/methodolgy/simulation.htm
http://www.languages.dk/methods/documents/language_sim.htm
Must all simulation sessions be relevant to the students?
Relevance is highly desirable in the context of simulation, and given that simulation is only one of a number of approaches available to the teacher, sessions should be based on and informed by the interests and experiences of students.
Should groups be mixed-ability or banded?
Since the teacher knows her students better than any theorist, it is she who must determine how the maximum benefit can accrue to the greatest number of students. If she feels that less advanced students would benefit from the help of their more advanced peers, she will choose mixed-ability groups. If, however, she feels less advanced students will be intimidated in mixed-ability groups, and for the purpose of differentiation, she should band groups by language level. Rather than follow a prescribed ruling, the teacher should base her decision on her knowledge of the students. Sensitivity must be exercised in the formation of groups so that students do not perceive the existence of "clever" and "slow" groups.
Possible digital tools
Online games
Virtual reality games
Virtual reality games