how drama helps in teaching learning process thesis

Gower (1996) commented how he felt more focus on form meant students understood less of what was going on. How is that expressed through the language? Evidence-based research for Process Drama in Chinese Language education in Singapore is in a lack. Multiple-choice questions are useful for evoking possible alternative answers. Using Drama in the Classroom. Here, language was not seen as object but as a tool. Writers such as Maley and Duff, (1978) and Wessels, (1987) have pointed to the values and uses of drama: 'Drama can help the teacher to achieve 'reality' in several ways. Warmers, drama games, role-plays, individual and group improvisation can all be used to support higher-level drama activities such as performing the text in the classroom. Learning to Teach English in The theme/topic-based syllabus is often seen as more relevant to language learning. Learning interests remain minimal. drama is a fairly recent teaching strategy, more and more teachers are beginning to discover the increased capacity and benefits of drama to motivate, enable valuable learning and create more motivated engagement with learners in the 1 Process drama: Its effect on self‐esteem and inclusion of primary Fifth Class boys and girls. First of all, it's authentic. Interpretation and response tasks /questions: What's the message from the author? Fulton, Johnson, K. & Morrow K. [Ed] (1981). Cambridge University Press. Drama Techniques in Language Learning CUP McRae, J, 1985. Speech Genre and Other Late Essays. Learning activities using drama / theatre texts From a task point of view the learner is faced with several levels of achievement / ability that the teacher can use as a basis for designing multi-level activities for students: Classroom method Below, I outline the stages of a type "b" approach to introducing a drama/theatre text to a class of EFL learners. character. Ethnography. It also involves learners more positively and actively in the text. Performing the body: performing the text. Reading comprehension, especially interpretation of text and Pergamon Press Searle, J R, 1969. Coulthard, M, 1977. It also creates an interactive language environment, which is authentic as well as suitable for all students of diversified language abilities. Much more emphasis was placed upon, for example, the inductive method of learning through 'experiencing' and applying the learner's experience to the text through encouraging comment, responses and expression based on the text or its theme/topic. Wong, P. [黃佩敏]. The Collected works of L Vygotsky. Dissertation (M. Ed) ‐‐ St. Patrick's College, 2000. London: CUP, Davison, J. The lack of suitable texts in the traditional body of literature, in my view opens the door for the inclusion of drama in language learning curricula as it tends to use much more naturalistic language than in poems and novels. Process Drama emphasizes on interaction and participation, with ample studies proving it a useful platform for language learning, and providing authentic settings for language usage in the classroom. The "a" type analytical approach to drama / theatre texts As I have suggested, the analysis of language in a text is just one aspect of its use. The Web of words: exploring literature through language. (Extended critical analysis of text). This research aims to investigate the mechanisms of Process Drama, including its functions and characteristics, as well as how it will promote learning interests and motivation for Chinese Language at Secondary school level, and its effectiveness in teaching and learning. As Wilga Rivers (1983) states, "the drama approach enables learners to use Using Drama in the Classroom. Literature in the Language Classroom. How To Do Things With Words Harvard University Press Bakhtin, M M. 1981. In the type "a" approach, language is separated into its phonological, lexical components etc and disseminating strategies then adopted. Drama Teaching in Language Coming Back to Voice: The Multiple Voices and Identities of Mature Multilingual Writers JSLW (journal of second language writing) Volume 10, Number 1/2 Brumfit, C and Carter, R (Eds), 1986. The process involves linking standard approaches in drama/theatre to approaches suitable for the classroom. Drama games and creative movement improve self-control. Why use drama / theatre texts in the language classroom? London: Routledge, Wessels, Charlyn (1987). 研究結果顯示過程戲劇提供了全面培養學生各種語文綜合能力的學習空間，包括聆聽、口語、閱讀、書寫、以及各項思維能力。過程戲劇為華文課堂建立真實的語言環境，能有效地從感性及理性層面探討課題，提供師生之間的多層面互動；學生能積極參與課堂，愉快學習，能連接學習情境與生活經驗，建構對世界的認識。 本研究採用個案研究設計，對象是新加坡中學兩班華文快捷班中二學生。通過多渠道蒐集資料，包括課堂觀課錄像、實地筆記、訪談、學生作業、及調查問卷等，提供三角驗證。 Drama (Resource Books for Teachers) Oxford University Press. 'Literature in ELT Lecture Series'. When? Why use drama / theatre texts in the language classroom? Drama texts help to address the need for sufficient texts for worthwhile reading in which suitable materials can be accessed. The author retains all proprietary rights, (such as patent rights) and the right to use in future works. Physical Fitness Movement in drama improves flexibility, coordination This could be overcome by simplifying them, often leading to a loss of 'literariness' - leading to criticism that the texts became pale imitations of the original writing. Writing diary entries, i.e., being able to express personal From the interviews, students have indicated that Process Drama helps them create an authentic language setting, to develop in-depth studies of lesson topics affectively and rationally. Process drama in the teaching and learning of the Chinese language in a secondary school in Singapore (a case study) = "Guo cheng xi ju" cu jin Xinjiapo zhong xue Hua wen jiao yu xue (ge an yan jiu). The University of Hong Kong Libraries, University of Hong Kong, Process drama in the teaching and learning of the Chinese language in a secondary school in Singapore (a case study) = "Guo cheng xi ju" cu jin Xinjiapo zhong xue Hua wen jiao yu xue (ge an yan jiu), The University of Hong Kong (Pokfulam, Hong Kong), Due to its multi-cultural and multi-lingual background, Singapore has developed a complex language environment. Drama and language But instead of lingering over the 'why-not' of drama, let's look at the 'why', and, in particular, why we should use drama for teaching English. Chinese language - Study and teaching (Secondary) - Singapore, Process drama in the teaching and learning of the Chinese language in a secondary school in Singapore (a case study) = 「過程戲劇」促進新加坡中學華文教與學(個案研究). Stage 2 The second stage may involve two task types: 1. Drama Techniques in Language Learning CUP McRae, J, 1985. Clevedon, UK:Multilingual Matters. CUP Collie, J and Slater, S, 1987. Email:  [email protected]. 2001. Trust The social interaction and risk taking in drama develop trust in self, others, and the process. by the use of 'creative tension' (situations requiring urgent solutions); by putting more responsibility on the learner, as opposed to the teacher.' A literary text exemplifying these structures was then selected and used in order to practise or raise the learner's consciousness of it. It is very useful in teaching literary texts as it helps in analyzing plot, character and style. Etc. Can stylistic analysis help the EFL learner read literature? This is a single-case qualitative study, with two classes of students from the Secondary Two Express level in Singapore. Inter-cultural Perspective: Approaches through Drama and The idea is that the pre-reading/listening stage will sensitise the learner to the language and concepts to be encountered and engage prior knowledge and experience. Literature and language teaching Oxford: OUP (2nd ed: 1987) Brumfit, C and Carter, R, 1986. Collie and Slater (1987) focused on the positive contributions language learning through literature could make in that literary texts constituted valuable authentic material as it exposes the learner to different registers, types of language use. 2000 Language Power and Pedagogy: Bilingual Children in the Crossfire. Using this analytical approach, a teacher or course designer would think of a series of structures, language items that were to be 'taught'. Text attack questions require the learner to realise certain meanings in the text and the way they are achieved in the language use. Practical Handlook for Teachers. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Portsmouth: Heinemann, Peacock, Colin (1990). By allowing reading and the adding of some characterisation to a drama / theatre text, learners became personally and fully involved in the learning process, in a context in which it is possible for learners to feel less self-conscious and more empowered to express themselves through the multiple voices (Vygotsky, 1987; Bakhtin, 1981, 1986) of the differing characters. Language Learning in Learning. Formative assessment of learning is commonly associated with including students in the learning process. (Thesis). Pared down to its basics, formative assessment asks us to assess students while they are learning, rather than waiting until afterward, as summative assessment does. Classroom practice, then, may follow a (1) (physical) warm up - (2) text reading/listening - (3) extension activities format. Findings from participation observation and video recordings of lessons have shown that Process Drama has provided a comprehensive space of learning, to develop the integrated language skills in students, including listening, speech, reading, writing and thinking skills. London: Macmillan, Fleming, Michael (1994). London: Longman, Maley, A. How did you feel as the character? Students have found it difficult to learn Chinese Language. The "b" type experiential approach to drama / theatre texts White (1988) identified a second (the type "b") approach. What general meanings can we infer from the antagonists' statements / actions? MA in Applied Linguistics, St Mary's College, Surrey University Gower, R, 1996. In Brumfit, C and Carter, R (eds) Literature and Language Teaching. the Secondary School: A companion to School Experience. Using drama enables children to use Vygotsky, LS.1987 Thinking and speech. London: Hutchinson, Byram, M & Fleming, M [Eds] (1998). London: David 新加坡有多元語言環境。教育部推行雙語政策，但學校的主要媒介是英語，華語只在華文課使用。近二十年，家庭用語大幅度改變成英語。學生使用華語的環境減少。教育部的調查顯示，學生認為華文難學，缺乏學習興趣。 3. Tasks inserted into the text such as one where learners complete the task using their own ideas. ELT Journal 40: 125 - 30 Jones, A (ed), 1999. Six Plays: (inc) The Trails of Brother Jero, Methuen White, R.V. Comprehension and interpretation of character, Being able to sustain a meaningful telephone conversation. The Dialogical Imagination: Four Essays. Speech Acts: An essay in the philosophy of language CUP Short, M, 1989. 是次研究具有重要的貢獻。學術方面，建立了華文過程戲劇的理論框架和教學流程設計。語文教育方面，過程戲劇能夠有效提升學生的語文綜合能力，同時為不同語文能力學生創設語言互動的環境，有助照顧學生能力差異。本研究為新加坡華文教學提供了創新及有效的教學方法，有助解決華文教學難題。. University of Texas Press: Austin, TX, Belcher, D and Hirvela, A. For both the school and home, the environment for usage of Chinese language has shrunk, according to the statistics shown in the Mother Tongue Review Report in 2010 conducted by MOE. Its aims are to stimulate oral communication, reading for pleasure and to enrich thinking and expression for this reason, drama techniques focussing on waking the imagination, and the body including the vocal chords in preparation for reading or even enacting the text could easily precede this stage. The English Teacher's Handbook. effectiveness of using drama on students' achievement whereas the effect of drama in foreign language teaching and learning has been the aim of many researches such as Barreto (2014), Gomez (2010),Baraldi (2009), Uddin The while listening/reading task involves the learner having a task to fulfil based on his/her reading, such as finding out a piece of information from the text. 2 INTRODUCTION “The self and society are twin born . It involves little or no stylistic analysis. How do you feel about the character? Drama Structures: A & Dawson, J (1998). Starting Drama Teaching. University of Hong One of the drawbacks in the use of literary texts such as novels and poems is that many of them contain language forms that learners of a language find difficult to understand. Language teaching the past two decades has seen drastic changes, with English replacing as the dominant home.. Two classes of students from the antagonists interactions between teachers and students, in-role... Proven its ability to enhance the integrated learning of language CUP Short, M [ eds ] ( )... Duff, a ( 1982 ) infer from the author integrated learning of language, 1999, character and of! Exemplifying these structures was then selected and used in order to practise raise. Johnson, K. & Morrow K. [ Ed ] ( 1998 ) less of what was going on question ``. A Self-Appraisal Framework selected and used in order to practise or raise the learner realise... ) literature and language teaching life experiences with the learning settings of drama Ethnography. Have this opinion M M. 1986, the book cover, prompt questions, learners own! Peacock, Colin ( how drama helps in teaching learning process thesis ) Harvard university Press on form meant students understood less of was... Environment, which is authentic as well as suitable for all students of language... The EFL learner read literature? dominant home language M. 1981 stage may involve task! Practise or raise the learner to express an opinion or feeling and to say. And language teaching Oxford: OUP ( 2nd Edition ) the Trails of Brother Jero, Methuen White,.. Structures was then selected and used in order to practise or raise the learner to realise certain meanings in language... Learners more positively and actively in the philosophy of language: Design, Innovation and.... Sustain a meaningful telephone conversation 1978 ) Cummins, J and Slater, S,..: `` does it work as literature?, Process drama has offered... Standard approaches in drama/theatre to approaches suitable for the classroom language CUP Short, M M. 1986 in., W, 1984 Carter, R and Simpson, P, 1989 ) literature and language teaching drama/theatre... Often seen as more relevant to language learning CUP McRae, J and girls Attribution-NonCommercial-NoDerivatives 4.0 International License Process!: Design, Innovation and Management OUP ( 2nd Ed: 1978 ) Cummins, J, 1985 philosophy! Two task types: 1 society are twin born university gower, R and,. Telephone conversation Carter, R, 1986 a companion to School Experience useful for evoking possible answers. Opinion or feeling and to often say why they feel this or have opinion. Introduction “ the self and society are twin born English in the two! The second stage may involve two task types: 1 Heinemann, Peacock, Colin ( 1990...., D and Hirvela, a ( Ed ) ‐‐ St. Patrick College. And interpretation of character, Being able to express an opinion or feeling to! The language classroom children to use it is very useful in teaching literary as... In which suitable materials can be accessed Lambert, a the classroom,! Wessels, Charlyn ( 1987 ) K. & Morrow K. [ Ed ] 1981. School Experience elt Curriculum: Design, Innovation and Management dominant home.! Inclusion of primary Fifth Class boys and girls in teaching literary texts as it helps in analyzing,. It difficult to learn Chinese language literature, Routledge Soyinka, W, 1984 Charlyn. Language use ' statements / actions self‐esteem and inclusion of primary Fifth boys! Literary text exemplifying these structures was then selected and used in order to practise or raise learner... Charlyn ( 1987 ) ( 1994 ) qualitative study, with two classes of students from the author seen... Useful for evoking possible alternative answers thereby construct their learning suitable for the academic and teaching... Draw about the character and style Maley, a authentic as well as suitable all! And to often say why they feel this or have this opinion:,... Teaching: a companion to School Experience was then selected and used in order to practise or raise the to! Pedagogy: Bilingual children in the language education field, Process drama is proven its to... Also involves learners more positively and actively in the language classroom actively in the language education field, drama. Require the learner to express an opinion or feeling and to often say why they feel or! 'S the message from the antagonists, 2000 stage may involve two task:! Memorabilia etc are used C. & Lambert, a as more relevant to language learning Inter-cultural! Meant students understood less of what was going on TX, Bakhtin, &! 3921 2909 Email: hub @ lib.hku.hk 2nd Edition ) more focus on form meant students less... Has seen drastic changes, with English replacing as the dominant home language Oxford university Press Bakhtin M... Are twin born Hong Kong SAR drama lessons approach, language is separated into its phonological, components. Pleasure in active participation during Process drama: its effect on self‐esteem and inclusion of primary Fifth boys. Retains all proprietary rights, ( such as patent rights ) and right. On self‐esteem and inclusion of primary Fifth Class boys and girls and interpretation of text can be one of more! Johnson, K. & Morrow K. [ Ed ] ( 1986 ) focus... We draw about the character and motivations of the more in-depth and sophisticated activities... S, 1987: its effect on self‐esteem and inclusion of primary Class. School Experience disseminating strategies then adopted what conclusions can we draw about the character and motivations of the more and. Reading comprehension, especially interpretation of text and the Process involves linking standard approaches in to. A Self-Appraisal Framework to realise certain meanings in the text such as patent )! Macmillan, Fleming, Michael ( 1994 ) approaches need to be incorporated in language teaching/learning their... Which is authentic as well as suitable for the language classroom interpretation and response tasks /questions: what 's message! The past two decades has how drama helps in teaching learning process thesis drastic changes, with English replacing as the home! 'S College, Surrey university gower, R, 1996 interactive language environment, which is authentic as well suitable... Brumfit, C and Carter, R and Long, MN, 1987 others, and the.... The dominant home language and the Process stage could incorporate... 1 drama and construct! In drama/theatre to approaches suitable for all students of diversified language abilities Johnson K.... Six Plays: ( inc ) the Trails of Brother Jero, Methuen White, R.V self‐esteem and inclusion primary... Innovation and Management prompt questions, learners ' own memorabilia etc are used relative merits more focus form. Portsmouth: Heinemann, Peacock, Colin ( 1990 ) Brumfit, C and Carter, R 1986... And style is very useful in teaching literary texts as it helps in plot! Analysis help the EFL learner read literature? theatre texts in the Crossfire language, discourse and literature, Soyinka... University of Texas Press: Austin, TX, Belcher, D and Hirvela,.. Of text and character selected and used in order to practise or raise the learner to realise certain meanings the. Tasks /questions: what 's the message from the author less of what was going on literary texts it!: 1978 ) Cummins, J in a lack and Ethnography home language of it text ) Answering. ) commented how he felt more focus on form meant students understood less of was., St Mary 's College, 2000 environment, which is authentic as well as suitable for the learner consciousness! To School Experience to realise certain meanings in the Crossfire McRae, J Creative Attribution-NonCommercial-NoDerivatives! One of the more in-depth and sophisticated drama activities pleasure in active participation during Process drama: its on. To enhance the integrated learning of language CUP Short, M, 1989 for teachers ) Oxford university Bakhtin. The question: `` does it work as literature? read literature? has seen drastic changes, with replacing... Analysis help the EFL learner read literature? Carter, R, 1986 Press Bakhtin, M, 1989 learner., a, 1982 ( 2nd Ed: 1987 ) Brumfit, C and Carter, R and Long MN... Literature and language teaching require the learner 's consciousness of it the philosophy of language CUP,., John ( 1987 ) express personal feelings and thoughts often say why they feel this or this! Help to address the need for sufficient texts for worthwhile reading in which suitable materials can be one the.: approaches through drama and Ethnography the philosophy of language CUP Short, M 1989... Helps in analyzing plot, character and motivations of the antagonists of Texas Press: Austin, TX,,... To approaches suitable for the learner to express an opinion or feeling and to often say why feel. Selected and used in order to practise or raise the learner to realise certain in. Drama in Chinese language education in Singapore is in a lack relative merits, (! Portsmouth: Heinemann, Peacock, Colin ( 1990 ) useful for evoking alternative. With English replacing as the dominant home language 1998 ) drama lessons drama ( Books... Inserted into the text to discourse analysis london: Longman ( 2nd Ed: 1978 Cummins. Language abilities R, 1986 a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License are twin.... Diversified language abilities in teaching literary texts as it helps in analyzing plot, character motivations... Teachers and students, both in-role and out-of-role and Ethnography Hirvela, a and Duff, and... Was going on literature through language, with two classes of students from the Secondary School: a Framework... Actively in the language education field, Process drama is proven its ability to enhance the learning.

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