MEETINGS: SIMULATION AS A MEANS OF PRE-TEACHING EVALUATION IN THE ESP CLASSROOM

Abstract

Simulation has been defined in many different ways. Cohen and Manion (1985) identify role- playing, gaming and machine or computer simulation as three strands of studies currently popular in simulation studies. The distinction between these three types of simulation is by no means clear-cut; simulation games often contain role-playing activities and may be designed with computer back-up services. Stephen M. Smith (1984) defines a simulation as ".... a means of activating the knowledge and language associated with topics you and your students are studying.

Maley and Duff (1978) call simulation "an attempt to place learners in circumstances resembling as closely as possible, those they will actually meet with in daily life". They, too, recognise simulations as involving overt role-playing.

The function of a simulation is to give participants the opportunity to practice taking on specific roles and. improvising within specific situations on the assumption that, with practice, the participants will play their roles more effectively when situations involving similar skills occur in real life. Using given details of the relevant aspects of a situation, participants have to make decisions or come to an agreement or resolve a problem, thus meeting a challenge posed by the simulated situation. Some people see gaming as a simulation designed to bring about learning as a natural by-product of the problem-solving actions of a game.