Performing Language: Stepping into the Shoes of a Character (original) (raw)
Related papers
Language learning through drama
International Journal of Learning and Teaching, 2018
This study presents a review of the literature regarding the impact of drama on dimensions of second/foreign language learning. The paper first discusses the importance of integrating drama into the second/foreign language learning process and the role of teachers and students in the learning process. Then, after introducing the pedagogical and linguistic aspects of using drama techniques in the language classroom in a broader perspective, it focuses on the drama-oriented verbal and nonverbal exercises. Next, the paper reviews the studies on the language learning through drama and concludes that using drama in language teaching would facilitate emotional and social development in addition to language development of students while it points out that the number of studies on the issue is limited.
Efficacy of Drama in Language Teaching
Zenodo (CERN European Organization for Nuclear Research), 2022
Annotation: The article tries to analyse communication as an optimal way to teach and learn foreign language. First, it defines drama in an educational context and explains underlining benefits together with reasons how acting can enhance language skills.
Teaching English through Drama
HLT, 2009
This article relates a personal pedagogy, derived from matching the practice of Educational Drama to the theory of Second Language Acquisition (SLA), in five different countries with over 32 different nationalities. Those different nationalities comprised all ages, all levels, all abilities, including SEN (special educational needs) students in many different institutions from international schools, bilingual schools, and institutes, to state schools and hospital schools including one psychiatric hospital centre for teens. The conclusion is that, in the hands of an accomplished teacher armed with a tool kit of strategies for a myriad of contexts, ages and abilities, drama can solve many of the problems faced by ELT teachers around the world today.
This edited volume presents ways that drama can be integrated into second language teaching and learning. The contributors are practitioners from diverse teaching contexts who share their practical case studies and classroom practices. Although the practices target students in primary and secondary schools, drama conventions and strategies presented in the book are readily adaptable to different learner groups and teaching contexts. Therefore, the intended audience appears to be any practitioners and teacher educators willing to integrate engaging and motivating teaching techniques into second language teaching.
With the use of drama, we want to find a systematic approach to education which invites pupils to participate, to search, to use their creativity and aesthetic competence. In addition, we want them to learn to see and feel the experience of drama, and to invite them to communicate in a better way, improving their oral skills. This has not been developed in an adequate way, because teachers have focused their efforts on reading and writing. There are many reasons in favor of using drama as a pedagogic technique in the language classroom. It is fun and entertaining and can therefore provide motivation to learn. It can provide varied opportunities for different uses of language and because it engages feelings it can provide a rich experience of language for the participants. Drama is inevitably learner-centered because it can only operate through active cooperation. It is therefore a social activity and thus embodies much of the theory that has emphasized the social and communal, as opposed to the purely individual, aspects of learning Several dramatic activities such as scenarios, improvisation, role-play, different games, and simulation has been discussed in this paper. Key Words: Drama; Communicative Language Teaching (CLT); Simulation; Role-Play; Scenario; Improvisation
Using drama to engage English language learners in literacy activities
Drama as a powerful transmediator used in language classroom has been studied for decades. This paper firstly introduces why and how drama should be encouraged in the English language classroom to motivate students to read and write. Theoretical reasons from a psycholinguistic perspective are analyzed in this paper to explain how drama can help language learners build their motivation, self-esteem, empathy and as well as reduce their sensitivity to rejections. Basic categories of dramatic activities which have been successfully used in language instruction are then elaborated. In addition, a sampled activity with instructional materials, teaching steps and specific standards is also introduced to provide language teachers with hands-on practice guidance. Alongside with the benefits brought about by the use of drama, the authors also reflect on the theatrical practice and raised peoples’ cautions of using drama in language classroom.
World Japanese Education Journal, 2004
This paper attempts to shed light on drama as a potentially effective method for teaching Japanese, particularly communication skills. As eloquently summarized by FitzGibbons (1993), benefits of drama in the language teaching classroom are numerous: 1)"the acquisition of meaningful, fluent interaction in the target language; 2) the assimilation of phonetic and prosodic features in a contextualized and interactive manner; 3) the fully contextualized acquisition of new vocabulary and expression; 4) a sense of confidence in the learner's ability to learn the target language. The purpose of this paper is three-fold: 1) to explore the potential benefits of using a Japanese-language play as a learning resource for communicative development for intermediate and advanced learners of Japanese; 2) to discuss the outcomes of the use of a Japanese-language play written by Hirata Oriza; 3) to discuss the technological implications of developing a CD-Rom based on the dramatization of the play by professional actors.
2017
This study explores the effectiveness of drama by using contemporary plays both as self-standing extracts and as a full-scale performance for developing learners’ oral skills in terms of complexity, accuracy and fluency and their positive attitudes towards foreign language learning within a high school compulsory curriculum in an Italian context. The rationale for undertaking this investigation lies in the heartening results obtained when dramatic approaches were implemented predominantly within a university context or as an extracurricular activity in the language classroom. A class of final year high school Italian students with a lower-intermediate to upper-intermediate level of language was exposed longitudinally to a text-based approach followed by a performance-based approach conducted over a term each for a total of 20 lessons. A control group was taught through a communicative traditional approach. Quantitative data were collected through an oral pre-test, a mid-test and a p...