Drama is a motivational, powerful, and feasible technique and tool for language learning. Interactions in the class play an important role. Thus, teachers exploit a number of opportunities to give chance to participan...Drama is a motivational, powerful, and feasible technique and tool for language learning. Interactions in the class play an important role. Thus, teachers exploit a number of opportunities to give chance to participants for communication. Writing drama and enacting it can be a good space for generating discussion to develop language skills. Analysis of language interaction in drama focuses on negotiations of language. Co-generative dialogues help participants to focus on the social aspects of life. The interaction and communication to environment play a vital role as it conveys a positive message through performance and fulfills the socio effective requirement. As English Language teaching teachers, we always look for innovative and motivational ideas for language learning and thus, “Drama for language learning through co-generative dialogues” helped me to expand the repertoire of dynamics in the classroom. Drama included co-generative dialogues stage production and performance. It is a powerful and innovative medium for exploring and learning language. It communicated response, moods, and information to the audience. The research explored the effect of drama for language learning through co-generative dialogues, to build cultural awareness, create bondage, meet people, and solve problems.展开更多
Drama is an important area in teaching of mother tongue. It should be as important as language and literature. The teacher needs drama as a tool of motivation and as a common exercise for all pupils. In developing a n...Drama is an important area in teaching of mother tongue. It should be as important as language and literature. The teacher needs drama as a tool of motivation and as a common exercise for all pupils. In developing a new method, interview drama, the author has used design-based research telling about three samples, where there is document about its advantages. The method has been developed since 1996 and used it with several groups （adult student teachers and young pupils）. As a text the author has used fairy tales, novels, Hamlet and Kalevala. With Finnish2-students we have read Bibi Moves into Finland and writer Kari Hotakainen＇s novel Ihmisen osa （The Human Fortune）. The students have written positively about the interview drama in their learning logs. Also assessments concerning the method have been positive. It is a funny method. It is not possible to fulfill without laughter. Student teachers （n 90） evaluated the method with Likert scale 1-5. The mean was 4,00. They said： very nice; I shall use it; very useful; phantastic; very interesting; deepens the text and makes it very lively. Only a few were astonished, is it possible to use drama in the university.展开更多
The aim of this study is to analyze the difficulties of reading and writing experienced by primary school pupils when writing a script for a theatrical performance called ＂digestion＂. Our main research questions are...The aim of this study is to analyze the difficulties of reading and writing experienced by primary school pupils when writing a script for a theatrical performance called ＂digestion＂. Our main research questions are： how does a theatrical performance help to reconsider the scripts and to build a model of the digestive system？ The pupils were encouraged to stage a theatrical performance for the whole school, explaining the digestion of a sandwich, a glass of water, an apple and a piece of chewing gum. The play helped to develop not only knowledge but also language. Having to produce a text for two different audiences, teachers and other learners led the students to debate between using ＂academic＂ vocabulary or more everyday vocabulary. Overall we found that they were more concerned with writing ＂academic＂ scripts, influenced by the texts that they consulted, than with writing a play accessible to all audiences.展开更多
文摘Drama is a motivational, powerful, and feasible technique and tool for language learning. Interactions in the class play an important role. Thus, teachers exploit a number of opportunities to give chance to participants for communication. Writing drama and enacting it can be a good space for generating discussion to develop language skills. Analysis of language interaction in drama focuses on negotiations of language. Co-generative dialogues help participants to focus on the social aspects of life. The interaction and communication to environment play a vital role as it conveys a positive message through performance and fulfills the socio effective requirement. As English Language teaching teachers, we always look for innovative and motivational ideas for language learning and thus, “Drama for language learning through co-generative dialogues” helped me to expand the repertoire of dynamics in the classroom. Drama included co-generative dialogues stage production and performance. It is a powerful and innovative medium for exploring and learning language. It communicated response, moods, and information to the audience. The research explored the effect of drama for language learning through co-generative dialogues, to build cultural awareness, create bondage, meet people, and solve problems.
文摘Drama is an important area in teaching of mother tongue. It should be as important as language and literature. The teacher needs drama as a tool of motivation and as a common exercise for all pupils. In developing a new method, interview drama, the author has used design-based research telling about three samples, where there is document about its advantages. The method has been developed since 1996 and used it with several groups （adult student teachers and young pupils）. As a text the author has used fairy tales, novels, Hamlet and Kalevala. With Finnish2-students we have read Bibi Moves into Finland and writer Kari Hotakainen＇s novel Ihmisen osa （The Human Fortune）. The students have written positively about the interview drama in their learning logs. Also assessments concerning the method have been positive. It is a funny method. It is not possible to fulfill without laughter. Student teachers （n 90） evaluated the method with Likert scale 1-5. The mean was 4,00. They said： very nice; I shall use it; very useful; phantastic; very interesting; deepens the text and makes it very lively. Only a few were astonished, is it possible to use drama in the university.
文摘The aim of this study is to analyze the difficulties of reading and writing experienced by primary school pupils when writing a script for a theatrical performance called ＂digestion＂. Our main research questions are： how does a theatrical performance help to reconsider the scripts and to build a model of the digestive system？ The pupils were encouraged to stage a theatrical performance for the whole school, explaining the digestion of a sandwich, a glass of water, an apple and a piece of chewing gum. The play helped to develop not only knowledge but also language. Having to produce a text for two different audiences, teachers and other learners led the students to debate between using ＂academic＂ vocabulary or more everyday vocabulary. Overall we found that they were more concerned with writing ＂academic＂ scripts, influenced by the texts that they consulted, than with writing a play accessible to all audiences.
