A Suggested Syllabus for Creative Drama Course in ELT

Autor/inn/en	Dogan, Seçil Horasan; Cephe, Pasa Tevfik
Titel	A Suggested Syllabus for Creative Drama Course in ELT
Quelle	In: Journal of Language and Linguistic Studies, 14 (2018) 2, S.305-324 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Dogan, Seçil Horasan) ORCID (Cephe, Pasa Tevfik)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-578X
Schlagwörter	Drama; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Content Analysis; Language Teachers; Student Teachers; Nonverbal Communication; Decision Making; Teaching Skills; Workshops; Video Technology; Comparative Analysis; Intervention; Skill Development; Outcomes of Education; Program Evaluation; Teacher Education Programs; Foreign Countries; Qualitative Research; Teacher Effectiveness; Time Management; Course Descriptions; Student Teacher Attitudes; Turkey + Suchen Sie Ihr Suchwort? Schauspiel; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Inhaltsanalyse; Language teacher; Sprachunterricht; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Non-verbal communication; Nonverbale Kommunikation; Decision-making; Entscheidungsfindung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lernwerkstatt; Schulung; Kompetenzentwicklung; Qualifikationsentwicklung; Lernleistung; Schulerfolg; Programme evaluation; Programmevaluation; Ausland; Qualitative Forschung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Zeitmanagement; Kursstrukturplan; Türkei
Abstract	With an approach to teaching as a performing art, this study investigated the effects of creative drama on eight teaching skills and perceptions of 15 ELT (English Language Teaching) student teachers who took part in a 30-hour creative drama workshop. Their video-recorded teaching in a real classroom atmosphere was observed and evaluated by the researcher and two other trainers before and after the workshop to compare how their teaching skills changed based on the intervention. The results of the content analysis of observers notes on MAXQDA program showed that they improved all target teaching skills, but particularly body language, affective atmosphere, and spontaneous decision-making. Additionally, the content analysis of the reflections they kept after each drama session and the drama products including brief discussions during the sessions revealed positive perceptions on drama in teaching, design of drama sessions and video-recorded teaching. Based on these results, it was suggested that drama courses in ELT programs should be revisited. (As Provided).
Anmerkungen	Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey@gmail.com; Web site: http://www.jlls.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01