Viewing that the language-learning simulation manifests the basics of the communicative approach and the "whole language" approach, we assume that adapting simulations in EEL classrooms may achieve the following goals in language teaching-activating participation, generating motivation, encouraging communication, developing fluency, and integrating various skills. To obtain a favorable effect of running a simulation in class, the teacher needs to manage the three sections-the pre-action section, the action section, and the post-action section-with considerable care and efforts in preparations and the proceeding of the whole learning event. This paper intends to introduce the simulation activity and to share our findings from the simulation experiment in our lab classes in the Language Center.
