本研究探討角色扮演在初級華語問候語教學上的應用，主題為華語問候語。學生藉由角色扮演提供的真實環境與真實材料，在扮演中練習不同的情境、不同角色關係的問候語，學習如何用華語合宜、得體地問候他人。本研究之目的為提出適合初級華語口語課的角色扮演教學設計，包括課前預備步驟、教學設計原則、角色扮演流程、教學材料、教學資源等，供華語教師及研究者參考。
本研究採取質性研究法，以在台灣之初級華語學習者為對象，以角色扮演為主要教學活動，以培養學生的華語交際能力，能視對象、場合、情境，以合宜的方式和他人互動。研究過程中，研究者在文獻探討的基礎上發展出初步的教學設計，於S大初級華語課堂實施角色扮演教學，以此實施結果為研究之前導測試，依據實施中的紀錄與實施後的測驗結果修改教學設計，最後提出適合初級華語學習者的角色扮演課堂教學步驟、多媒體教材與教學資源。
本研究之成果如下：
1. 提出角色扮演應用於初級華語口語課的教學設計，從教師的課前準備到教學活動流程，以及多媒體教材及學習單等教學資源設計範例，作為華語教師進行角色扮演時的準備與實施建議。
2. 經過研究者的角色扮演問候語教學，學生能自己根據情境、角色關係與角色身分編寫出適合華語問候文化的對話，並能以合華語文化與習慣的方式問候彼此。
3. 教學後測驗結果顯示，和未上過角色扮演問候語教學的學生相比，上過的學生能根據問候對象的身分、雙方關係正確地選出合華語文化的問候語，且能從對話中正確判斷情境與角色的關係。

Role-play is a technique of communicative approach widely adopted in language class, for it can encourage students to communicate in a target language, providing real-life situation and authentic material to help students facing real communication, and to develop verbal as well as non-verbal communicative skills. Through rehearse varied role behavior and different situation, students can learn not only language knowledge, but the competence of using language appropriately, to interact according to whom, when and where the conversation is taken.
Due to the features mentioned above, the researcher adopt role-play as the main activity in this study, and the topic of role-play is Chinese greetings. The reason researcher choose greetings is because there are some insufficiency in Chinese greetings teaching. Some greeting dialogues in Chinese textbooks are not spoken by native speakers. Moreover, Chen（2012）points out that there are many greeting dialogues didn’t mark speakers identity and relationship, and some greeting situations are people in same generation, these could cause misunderstand or misuse.
To investigate the effects of teaching Chinese through role-play applied in conversation class for CSL beginners, this study designed a four-hour teaching plan and applied it in beginner’s class, evaluated the teaching process and post-test result, and gave feedback to the instructional design. The main finding of this study is below:
1. Provides role-play process and example of teaching materials for CSL beginners and teachers, from theacher’s preparation to teaching assessment, and also the teaching meterials.
2. After taking four-hour role-play class, students can create and perform their own dialogue according to whom, where and what the situation the greeting is taken, and are able to fit the way Chinese culture and habits of greeting each other.
3. Post-test result shows that students can choose appropriate greeting sentences and can tell the role and situation in dialogue after taking this class.

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