PHONOLOGICAL COMPETENCE THROUGH ROLE PLAYS AND SIMULATIONS IN HIGH SCHOOL

This paper examines the role of role-plays and simulations in assessing phonological competence in high school students. It highlights how these interactive methods can help develop key phonological skills such as pronunciation, intonation and rhythm, preparing students for real-world communication. Using examples from time management strategies, the paper offers recommendations for integrating these activities into assessments that align with modern educational objectives.