REFLECTION ON ACTION TO IMPROVE THE EDUCATIONAL CONTEXT AND EMANCIPATE IT FROM INSTITUTIONAL CONSTRAINTS. LANGUAGES AND DRAMA HAVE MUCH IN COMMON DESIGN ACTIVITIES
Adriana DERVISHAJ
Abstract
This action research delves into the incorporation of drama as a teaching method for English as a foreign language. It involves a systematic inquiry into instructional approach through a cyclical process that encompasses planning, implementing, observing, and reflecting. The utilization of drama in language classrooms yields numerous advantages, with the most noticeable outcome being the acquisition and application of new vocabulary and grammatical structures. By engaging in communicative activities within authentic contexts, students not only lower their affective filter but also enhance their language proficiency through practical application, thus aiming at: The effective use of drama elements in teaching English Language to FL students”.
A range of drama activities can be utilized, including pantomime, role play, simulations, improvisation, reading plays, watching or listening to plays, staging plays, and writing plays. These activities actively engage participants both physically and emotionally, requiring them to take actions in order to advance the dramatic action. Among these activities, "dramatic playing" stands out as a prime example of deep participation. It aims to create an illusion, at the very least, of complete transformation, with the intention that participants will undergo personal growth through the experience. Participants are encouraged to exhibit responses and behaviours that align with this "illusion of transformation," and they are rewarded for doing so.
Integrated skills can be acquired during drama classes. The various language skills should not be taught separately, for it is rare to employ grammar or only speaking or only writing. Drama is an ideal way to bring the skills of grammar, reading, writing, speaking, listening and pronunciation together in a course where the focus is not on form but rather fluency and meaning. It has been experimented that drama students could interpret and analyse on-act plays, explore improvisation activities, write their reactions and ideas in their journal, learn new vocabulary, practice pronunciation, and gain fluency and confidence. Through the activities it may appear that drama provides myriad ways for students to learn and appreciate language in meaningful, communicative contexts.
Pages:
14-37