Keywords
Abstract
This dissertation investigates how drama techniques enhance dialogic and monologic speech in English language learning. Through theoretical analysis and an experimental study, it demonstrates that drama techniques improve fluency, communicative competence, vocabulary acquisition, and learner confidence. Findings show drama is an effective tool for speaking development due to its emotional engagement and interactive nature.
In this study, arguments are made in favor of using drama (play) as one of the most life-like interactive tasks to teaching target languages and cultures. By reviewing important roles of drama in education in general and its benefits in second language learning in particular, the different advantages and misconceptions of using drama in language classes are numerated.
Moreover, various techniques of utilizing drama in teaching foreign languages are elaborated on.
References
Richards, J. C., Rodgers, T. S. Approaches and Methods in Language Teaching. – Cambridge: Cambridge University Press, 2001.
Brown, H. D. Teaching by Principles. – New York: Pearson Education, 2007.
Nunan, D. Task-Based Language Teaching. – Cambridge: Cambridge University Press, 2004.
Littlewood, W. Communicative Language Teaching. – Cambridge: Cambridge University Press, 2002.
Internet sites:
Akademia.edu
Researchgate.net
Tom-gotfrey.com
Journal.openedition.com