The effectiveness of role-play as a therapy approach targeting pragmatic skills in learners with language learning disability.
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Date
2015
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Abstract
Role based learning involves the process whereby learners acquire skills, knowledge and
understanding through the assumption of roles within real-life settings. Role-play holds potential
as an effective learning strategy for children. However, there is limited research and practice
within the field of speech-language pathology. The aim of this study was to determine the
effectiveness of role-play as a therapy approach targeting the pragmatic skills of stylistic
variation and requesting for clarification in learners with language learning disability (LLD).
Children with LLD typically present with difficulties in social communication, which can
negatively impact their social and academic achievement. The use of combined positivist and
interpretivist paradigms allowed for the implementation of an embedded mixed methods design.
An experimental pre-test post-test design was implemented. Eight participants, who were
learners with a diagnosis of LLD, were purposefully selected. Data collection was conducted
over five phases, utilising the Clinical Evaluation of Language Fundamentals (4th Ed.)
Pragmatics Profile, discourse completion tasks, session plans and session records. Quantitative
data was analysed using descriptive statistics and was supplemented by qualitative data from
session records. Results revealed improvements in stylistic variation and requesting for
clarification post role-play intervention, with minimal changes in the control group. Limitations
and implications of the study were identified, and recommendations for the implementation of
role-play as a therapy approach were made.
Keywords: Role-play, stylistic variation, requesting for clarification, language learning disability
Description
Masters Degree. University of KwaZulu-Natal, Durban.