Planning a drama oriented second language course
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Planning a Drama-Oriented Second Language Course. Week 13 Language in context. Gap. between research findings and the real effect on the teaching of a second language through drama. <Why?> Lack of research about using drama

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Planning a Drama-Oriented Second Language Course

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Planning a Drama-OrientedSecond Language Course

Week 13

Language in context


  • between research findingsand the real effect on the teaching of a second language through drama.


  • Lack of research about using drama

  • Slow empirical testing and retesting research processes on the use of drama.

  • So follow individual experience and not research results.

Another reason for this gap

  • Paid too much to the technical procedures of drama.

  • Should think about more holistic vision social context, state policy

  • Teacher-student relationship, student learning attitude, learners’ learning processes.

Cognitive routes for second language development in the classroom.

Two processes:

  • Primary process: skill using

  • Secondary: skill getting

Primary process

  • Augment learners’ L2 knowledge with their world knowledge of conceptual schema, communicative functions, situational features of discourse contexts, and language organization.

  • The learners’ L2 ability develops through a series of stages involving formulaic speech, propositionally-reduced speech, syntactic utterances, morphologically marked utterances and complex utterances.

Disadvantage of primary process

  • Likely to lead to pidgenized speech that may not cause critical difficulties in everyday communication but is a fatal obstacle for further improvement and refinement of the target language.

Secondary process

  • Analytic L2 knowledge.

  • Not available to be used in unplanned discourse.

  • Sensitive to language forms,  for use later.

  • Formal instruction focuses on analyzing language forms and practicing drills.

Drama Oriented L2 Classroom

<Need 3 phases.>

  • Preparation Phase

  • Drama Phase

  • Reflective Phase

Preparation Phase

  • Provides learners with abackgroundfor the drama as well asessential languageitems to be used while participating in the activities.

  • Possessing analytical knowledge from their previous lessons.

    Various communicative situations and knowledge in L1 +

    Language learned in the classroom.

Preparation phase

  • Give a direct and explicit manner before they get involved in their roles in drama.

  • The teacher can discuss necessary vocabulary and certain language structures that are needed for a particular episode with the class. (need not be formal).

Drama phase

  • New non-analytical knowledge is generated through primary processes, due to the unpredictable and simultaneous situations and ideas that evolve in drama

Drama Phase

  • Temporarily suspends the drama to provide immediate help to the students.

  • Students benefit from monitoring each other’s verbal contribution to the dialogue.

  • Teacher monitor.

Reflective Phase

  • New language items that occurred in the drama may be discussed with the class, based on the teacher’s observation and the students’ reflection upon their drama experience.

  • Group assignments covering socio linguistic aspects appropriateness of discourse manner, intonation, cultural expressions, and turn taking

Reflective Phase

  • Allows learners to clarify their new non-analytic knowledge so that unneccessary struggles in language learning are avoided and the learning rate increases.

  • Processes of forming analytical and non-analytical knowledge when the three phases support one another in function, theme, and purpose.

Components of language teaching in drama oriented L2 classroom

  • Policy

  • Approach

  • Syllabus

  • Materials

  • The Teacher and the Learners

  • The classroom

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