Curtain Up! Enhancing L2 Spontaneous and Authentic Speaking Opportunities through Play Scripts and Drama-Based Approaches

Autor/in	Bora, Simona Floare
Titel	Curtain Up! Enhancing L2 Spontaneous and Authentic Speaking Opportunities through Play Scripts and Drama-Based Approaches
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 52 (2021) 3, S.458-473 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688219887536
Schlagwörter	Drama; Second Language Learning; Second Language Instruction; Student Attitudes; English (Second Language); Theater Arts; Teaching Methods; Oral Language; High School Seniors; Educational Games; Competency Based Education; Language Proficiency; Comparative Analysis; Foreign Countries; Italy + Suchen Sie Ihr Suchwort? Schauspiel; Zweitsprachenerwerb; Fremdsprachenunterricht; Schülerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Theaterwissenschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Oral interpretation; Mündlicher Sprachgebrauch; Educational game; Lernspiel; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Language skill; Language skills; Sprachkompetenz; Ausland; Italien
Abstract	Helping second language (L2) learners to enhance their oral skills is vitally important, and pedagogical approaches are often seen as challenging when offering learners chances to successfully develop them. This article shares the experiences of a class of final-year high-school Italian learners (n =10) who learned English using theatre plays both as texts combined with drama games (text-based approach) and as a full-scale performance (performance-based approach) within their rather rigid compulsory curriculum. The study was implemented longitudinally over 20 weeks, equally divided between the two approaches, aiming to create a dynamic learning environment which enables students to communicate within a safe open space. A semi-structured questionnaire and follow-up interviews were used in this mixed-methods study in order to gain insights into learners' perceptions regarding the two approaches in terms of level of control over the language, the extent to which learners were able to communicate, and their feelings of language spontaneity. Findings encourage the use of drama for maximizing L2 spontaneous and authentic speaking opportunities. Implications for research and language teaching are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01