Increasing Students' Willingness to Communicate: Drama-Based Approaches to Language Instruction in English for Academic Purposes Classes

Autor/inn/en	Lee, Kent K.; Abbott, Marilyn L.; Chen, Ning
Titel	Increasing Students' Willingness to Communicate: Drama-Based Approaches to Language Instruction in English for Academic Purposes Classes
Quelle	In: TESL Canada Journal, 37 (2020) 3, S.75-87 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-435X
Schlagwörter	Classroom Communication; Dramatic Play; Teaching Methods; Second Language Learning; Second Language Instruction; English for Academic Purposes; Instructional Effectiveness; Communicative Competence (Languages); Self Efficacy; Student Motivation; Undergraduate Students; Anxiety; Skill Development; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Klassengespräch; Dramatisches Mittel; Theaterstück; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; Unterrichtserfolg; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Self-efficacy; Selbstwirksamkeit; Schulische Motivation; Angst; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland; Kanada
Abstract	A strong willingness to communicate (WTC) in a second language is associated with successful language learning. ESL learners with high levels of WTC will seek opportunities to interact in meaningful communication in English. Engagement in meaningful communication is necessary for language learning as it increases access to comprehensible input, promotes negotiation of meaning, and pushes the learner to produce accurate output. By enhancing instructors' understanding of factors that impact students' WTC (e.g., confidence, affect, motivation, and the context of communication), instructors may be better prepared to nurture their students' WTC and expedite their English language acquisition. Because drama-based approaches (DBAs) for teaching English have been found to cultivate a safe learning environment and increase learners' confidence, positive affect, and motivation, these approaches also have considerable potential to improve learners' WTC. Although DBAs may be underutilized in English for academic purposes programs, they are particularly beneficial for students who are hesitant to participate in communicative classroom activities. We review literature on WTC and DBAs, and then incorporate key findings from the literature to guide the development of dramatized role-plays that can foster students' WTC and lead to improvements in students' linguistic and general academic skills. (As Provided).
Anmerkungen	TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail: admin@tesl.ca; Web site: http://www.tesl.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01