A thesis submitted in partial fulfillment of the requirements for tha Award of the Degree "Licencié en pédagogie Appliquée, Agrégé de l'Enseignement secondaire en anglais"

RESUME,

This research investigated teachers' investigated teachers'and learners' assessment of the development of English speaking skill and vocabulary through the role-play activies.To collect data,a sample of thirty-eight learners and three teachers was chosen from three selected schools by the use of the simple random sampling technique.Students' and teachers questionnaires were also used in data collection.Data were presented and analyzed using descriptive statistics through tables and content analysis.The findings show that students feel very intersted during speaking lessons that use role-play activities.On the other side,teachers consider role-play as one of the most effective activities in teaching English oral fluency and vocabulary.Teachers are convinced that the role-play activities provide excellent opportunities for using English language and that role -play activities potentially ofter an enjoyable way to encourage students to use english vocabulary items appropriately in simulated situations.students are also convinced that role-play activities are helpful because through such activities,they get a chance to converse with their mates without fear.
Moreover,they thi,k that this kind of activity can enable themto master vocabulary items come easly while speaking as they often use these vocabulary items during role-play activities.
Nevertheless,some hindrances block the use of role-play activities to develop students English oral fluency and vocabulary.As far as teachers are concerned,these hindrances mainly include the great number of pupils in the same clqssroom and the fact that role-play activities are time-consuming.