本研究從社會語言學的觀點檢視低成就學生在做角色扮演活動的問題。研究者對議價的對話 進行錄影錄音。採集的資料包括19組學生對話及一組老師學生對話。資料分析結果顯示學生在角 色扮演的互動上僅止於表面背誦而非真實即時的對話，且在流利度上表現不一。此外，口說内容因 為發音錯誤、斷詞不合語法規則、句子的詞序不對及中文英文的問題造成對話内容不易理解。由於 角色扮演過程中其中一方沒有聆聽另一方的回應（各自背誦自己的部分）也造成角色扮演流於形 式，未能達成實質的效果。相較於學生組，教師學生對話組顯示老師角色的重要性在於老師可以提 詞幫助同學適切表達化解溝通無法進行的問題。在正面的意義上，本研究也發現藉由角色扮演可在 非口語表達部分喚起部分學生對語用的意識。因此，學生在口語溝通上的問題意涵語言教學需要兼 顧語言知識及語用的層面。

This study examines low-achieving learner problems in performing role play tasks in an EFL classroom from a sociolinguistic perspective. Nineteen student-student pairs and one teacher-student pair participated in a price negotiation role play exercise, which the researcher videotaped and audio-recorded. An analysis of the transcribed data indicated that student role play interactions predominantly existed at a superficial level. Students relied on memorization to carry out the conversation with varying degrees of fluency. A high incidence rate of pronunciation problems, inaccurate parsing, wrong word order, problems with question formation, and Chinese-flavored English greatly reduced the comprehensibility of student verbal communications. Failure to listen to their partners also reduced the benefits of the role play task. In comparison to student-student pairs, the interactions of the student-teacher pair showed that the teacher’s role was crucial to provide cues to help students communicate. Moreover, the findings also indicated that some students gained some awareness of the necessity of nonverbal communication attached to the role play task demands. Students’ oral communication problems indicated a need for instruction on both pragmatic and linguistic levels.