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In the first part of my paper I decided to establish a theoretical framework on which to enlarge. I have discussed the term of second language acquisition, the factors that influence this experience as well as the importance of studying foreign languages in general and the importance of learning English in high school. Then I have decided to focus on student-centred learning as it is a key term nowadays in an educational system that plays the student in the centre of the process. Drama should be seen as a technique of communicative language teaching. It emphasizes the role of the learner as an active participant rather than a passive receptor. The next question that needs to find a good answer in order to understand the benefits of drama is related to the defining genuine communication. Communication involves speaking to another person; conversations contain interruptions, hesitations, distractions, misunderstandings, and often moments of silence. Any exchange of lines in everyday life implies emotions and it leads to the finding of a solution to a sort of problem. We can easily apply this in class: we can help students create their own dialogues, like plays, complete with stage directions, feelings that the characters may have and gestures. While learning on a long-term project the benefits mostly come from the discussions surrounding the production and the rehearsals, rather than from the play itself. So, we can say that the student is learning, albeit unintentionally.
Lecturați gratuit Drama Techniques In English Language Teaching, autor Adriana Pascu.
Lucrarea poate fi citită online doar în Librăria Scriitorilor (www.librariascriitorilor.ro). ISBN 978-606-30-0907-5 |