Developing Pronunciation through Creative Drama

Autor/inn/en	Korkut, Perihan; Çelik, Özkan
Titel	Developing Pronunciation through Creative Drama
Quelle	In: Language Learning Journal, 49 (2021) 2, S.147-159 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Korkut, Perihan) ORCID (Çelik, Özkan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2018.1491058
Schlagwörter	Pronunciation; Pronunciation Instruction; Teaching Methods; Second Language Learning; Second Language Instruction; English (Second Language); Creativity; Drama; Foreign Countries; Drills (Practice); Grammar; Learning Activities; Accuracy; Speech Communication; Suprasegmentals; Oral Reading; Pretests Posttests; State Universities; Undergraduate Students; Language Teachers; Teacher Education Programs; Turkish; Native Language; Turkey + Suchen Sie Ihr Suchwort? Aussprache; Ausspracheübung; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Kreativität; Schauspiel; Ausland; Grammatik; Lernaktivität; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Staatliche Universität; Language teacher; Sprachunterricht; Türkisch; Türkei
Abstract	Traditionally, pronunciation is taught through recognition- or repetition-based mechanical drills. Upon the arrival of the communicative approach, pronunciation has been neglected in the ELT classroom because these types of activities are considered uncommunicative and form-focused. The teachers and coursebooks, however, have failed to replace these activities with communicative ones. The need to find other ways of teaching pronunciation whereby students will be engaged with the language in meaningful ways integrated with other skills is highlighted. In this study, by means of dramatic situations, the students are provided with a meaningful context which gives them a communicative purpose for giving constant priority to accuracy. By this means, they engage in the communicative activity and still get the benefit from repetition and focus-on-form while learning pronunciation. The researchers developed 18 hours of creative drama sessions directed towards a variety of segmental and suprasegmental level problems which Turkish learners of English can encounter. These sessions were then held with a group of 12 volunteer students from the ELT department during a 6-day period. The effect of the creative drama sessions was measured via a read-aloud task which was given to the participants as pre- and post-test. All participant students did better in the post-test. The results showed that the students' pronunciation improved more at the suprasegmental level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01