Abdoola Fareeaa, Flack Penelope S, Karrim Saira B
Discipline of Speech-Language Pathology, University of KwaZulu-Natal.
S Afr J Commun Disord. 2017 Jul 26;64(1):e1-e12. doi: 10.4102/sajcd.v64i1.187.
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 on the use of role-play as a therapy method within the field of speech-language pathology. Children with language learning disability (LLD) typically present with difficulties in social communication, which can negatively affect their social and academic achievement.
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 LLD.
The use of combined positivist and interpretivist paradigms allowed for the implementation of an embedded mixed methods design. An experimental pretest-posttest 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 were analysed using descriptive statistics and were 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 of the study have been reported for consideration when interpreting results.
Role-play as a therapy approach targeting two pragmatic skills, stylistic variation and requesting for clarification, was found to be beneficial for learners with LLD. Recommendations for the implementation of role-play as a therapy approach were made.
基于角色的学习涉及学习者通过在现实生活场景中承担角色来获取技能、知识和理解的过程。角色扮演作为一种对儿童有效的学习策略具有潜力；然而，在言语语言病理学领域，将角色扮演作为一种治疗方法的研究有限。有语言学习障碍（LLD）的儿童通常在社交沟通方面存在困难，这可能会对他们的社交和学业成绩产生负面影响。
本研究的目的是确定角色扮演作为一种治疗方法对有LLD的学习者在文体变异和请求澄清的语用技能方面的有效性。
结合实证主义和解释主义范式的使用允许实施嵌入式混合方法设计。实施了实验前测-后测设计。有目的地选择了八名被诊断为LLD的学习者作为参与者。数据收集分五个阶段进行，使用《语言基本临床评估》（第4版）语用概况、话语完成任务、课程计划和课程记录。定量数据使用描述性统计进行分析，并辅以课程记录中的定性数据。
结果显示，在角色扮演干预后，文体变异和请求澄清方面有改善，而对照组变化最小。在解释结果时已报告了本研究的局限性以供参考。
发现角色扮演作为一种针对文体变异和请求澄清这两种语用技能的治疗方法，对有LLD的学习者有益。提出了将角色扮演作为一种治疗方法实施中的建议。
