The english language learner as a protagonist

Abstract

This paper aims to discuss the use of role-play as a tool for negotiation of meaning by learners in a foreign language class environment. Taking the propositions of Paulo Freire and Augusto Boal as theoretical compass, this qualitative research intends to use theater games as a means to improve oral production and communication. Hypotheses are that clear task instructions and pedagogical goals have a direct relation to, respectively, difficulty and usefulness levels as perceived by the subjects. Nine role-play experiences were conducted over the 48 hours of the course. Data collection emerges from a reflexive journal kept by the researcher and 102 responses to nine forms surveying students enrolled at a course offered by the program Languages without Borders at UFC during the first semester of 2019. The results, though suggesting no support for the hypotheses, seem to corroborate the importance of clear task instructions and to indicate the development of communication skills of the subjects throughout the course.