Why using drama in EFL classroom?
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—To gi—ve learners an experience (dry-run) of using the
language for genuine
communication and
real life purposes; and by generating a need to speak.
—To help learners gain the confidence and self-esteem
needed to use the language
spontaneously. By
taking a role, students can escape from their everyday identity and "hide behind" another
character. When you give students special roles, it encourages them to be that character
and abandon their shyness.
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—To bring the real world into the classroom (problem
solving, research, consulting
dictionaries,
real time and space, cross-curricular content). When using drama the aim can be more than linguistic,
teachers can use topics
from other subjects: the
students can act out scenes from history, they can work on ideas and issues that
run through the curriculum . Drama can also be used to introduce the culture of the
new language, through stories and customs, and with a context for working on different kinds of behavior.
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—To emulate the way students naturally acquire language
through play, make
believe and meaningful
interaction.
—To make what is learned memorable through direct
experience and affect
(emotions) for learners with
different learning styles.
—When students dramatize, they use all the channels
(sight, hearing, and physical
bodies)and each student will
draw to the one that suits them best. This means they will all be actively involved in the activity and the
language will "enter" through the channel most appropriate for them.
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—To stimulate learners' intellect and imagination
—To develop students' ability to empathize with others and
thus become better
communicators
— Helps
learners acquire language by focusing on the message they are conveying, not the form of their
utterance
—How can drama or dramatic activities be
used in ELT
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—Mime
John Dougill (1987) defines mime as "a non-verbal
representation of an idea or story through gesture, bodily movement and expression".
Mime emphasizes the
paralinguistic features
of communication. It builds up the confidence of learners by encouraging them to get up and do
things in front of one another.
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—Role Play
According to Blatner (2002) role play is a method for exploring the issues involved in complex social
situations. McCaslin (1990) concurs with
this viewpoint by contending that the
focus is on the value that the assumption of the role has for the participant rather than for the
development of an art. In role play the participants are assigned roles which they act
out in a given scenario.
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—Simulation:
Jones (1980) calls a simulation as case study where
learners become participants in an event and shape the course of the event. The learners have
roles, functions, duties ,
and responsibilities
within a structured situation involving problem solving. Simulations are generally held to be a structured set of
circumstances' that mirror real life and in which participants act as instructed. Jones
(1982) defined simulations as "a reality of functions in a simulated and structures
environment".
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—Improvisation
Landy (1982)
defines improvisation as an unscripted, unrehearsed, spontaneous set of actions in
response to minimal directions from a teacher, usually including statements of whom one is, where
one is and what one is doing there. The focus is thus on identifying with characters, enacting roles and
entering into their inner
experience of imagination and
fantasy. And according to McCashin (1990) the focus of improvisation is on helping learners to discover their
own resources from which
their most imaginative
ideas and strongest feelings flow, participants gain freedom as self-discipline and the ability to
work with others develops.
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