Quick Guide
- Keywords: Pragmatics, roleplay, peer feedback
- Learner English level: Intermediate and above
- Learner maturity: University
- Preparation time: 30 minutes
- Activity time: 45–50 minutes
- Materials: Pragmatics handout or slide (Appendix A), scenario cards or slides (Appendix B)
In this task-based activity, students create two contrasting roleplays based on the same scenario: one that is appropriate for the social context, and one that is deliberately incorrect or rude. The task aims to help students understand the importance of adjusting language and behavior based on the social dynamics of a conversation.
Preparation
Step 1: Prepare a pragmatics handout or slide to be distributed to students, including the following text:
Power (P): Does the hearer have authority over the speaker? (e.g., a boss, a teacher)
Distance (D): How well do the speaker and hearer know each other? (e.g., a stranger vs. a close friend)
Imposition (R): How big is the request? (e.g., borrowing a pen vs. asking for a loan)
The handout should also include an example scenario (e.g., asking your boss for a day off), as well as a “perfect roleplay” and an “incorrect roleplay” with examples of polite/casual language (see Appendix A for my examples).
Step 2: Prepare a set of scenarios that present various social situations such as, “You’re asking a stranger for directions” and “You’re inviting a classmate to your birthday party” (see Appendix B for more examples). These may be cut into cards or projected on the screen.
Procedure
Step 1: Using the pragmatics handout or slide (Appendix A), introduce three key concepts that affect how politely or formally we speak: power, distance, and imposition.
Step 2: Demonstrate each concept using gestures as follows. This makes them memorable and easy to reference later:
Power: Hold one hand higher than the other to show a hierarchical relationship.
Distance: Hold both hands close together, then move them apart slowly.
Imposition: Lower both hands in stages, mimicking the sensation of carrying something that grows progressively heavier.
Step 3: Divide students into groups of 4–6, each containing 2–3 pairs.
Step 4: Show the example scenario analyzed in terms of Power, Distance, and Imposition alongside both appropriate and inappropriate model roleplays (see Appendix A).
Step 5: Tell students, in pairs, to practice the model roleplays in Appendix A. Give them time to discuss why the first dialogue sounds more natural and polite, then elicit student ideas. Explain that the language is formal and polite. For example, “Would it be possible…,” is an indirect request, that shows respect for the power dynamic and imposition.
Step 6: Give students time to discuss the second impolite dialogue, then elicit ideas. Explain that the language is casual (e.g., “Hey,…”), the power imbalance is ignored, and the imposition of the request is not acknowledged politely.
Step 7: Assign each pair a scenario (Appendix B). Tell pairs to analyze their scenario using the concepts of power, distance and imposition. Monitor and help, as necessary.
Step 8: Give pairs 15–20 minutes to write two roleplays based on their scenario card.
Roleplay 1: The perfect version: polite/appropriate.
Roleplay 2: The incorrect or rude version: disrespectful/insensitive.
Circulate and support pairs as they write.
Step 9: Tell the first pairs to perform both their appropriate and inappropriate roleplays for their group.
Step 10: After the roleplay finishes, ask the rest of the group to provide feedback on what made the roleplay appropriate/inappropriate. Encourage students to give specific examples of what could be changed to make the incorrect roleplay more socially appropriate.
Step 11: Repeat this process until all roleplays have been performed.
Step 12: Review the importance of being aware of Power, Distance, and Imposition. Encourage students to continue adjusting their tone, language, and formality depending on the social context to sound more natural and respectful.
Conclusion
This activity develops students’ pragmatic awareness by helping them understand why language choices vary across social contexts, not just teaching polite phrases. The roleplay format engages students with tone, gesture, and register, and deliberately inappropriate dialogue creates memorable moments that support learning.
Appendices
The appendices are available below:
