This use of skits in second/foreign langue instruction is not a new phenomenon, and it gives learners a chance to use language in an innovative, non-threatening way. It is however, not easily integrated into the standard classroom learning environment, particularly where classes are large. A high level of motivation is often required to inspire students to work together in small groups, doing skit development outside the classroom. If learners can be encouraged to create skits independently, they can have fun and at the same time be encouraged to use the target language in something like a natural environment. The results can then be brought back into the classroom or organized tournament-style for showing to a broader audience. The anticipation of recognition and peer-approval is a powerful motivating force that, when effectively tapped, can engage students in this kind of socially based language-learning activity. However, such stature cannot be counterfeited, and student acceptance must itself be won through their authentic perception that the activity has value and institutional support, that it is fair, and that not too many of their other social and academic goals will have to be sacrificed in its pursuit. The following paper presents the results of a survey of students who participated in a skit contest at Chinese Culture University in the Spring semester of 2003. The survey offers insights into the students’ views of the value of the contest, and the incentives that influenced their decision to participate in it.
