This essay focusses on the acting dimension of drama in the EFL literature classroom. First, the interactive dimension of communication and foreign language learning in the ELT literature classroom will be emphasised with reference to the concept of Literary Communicative Competence. Subsequently, the question how drama can become an occasion for speaking in literature lessons will be addressed. Genre-specific elements of dramatic texts are discussed in this regard. Additionally, different possible learning goals which can be pursued by acting out dramatic texts will be illustrated. In this context, some methodological approaches will be presented. Finally, the limitations of acting methods have to be pointed out and the requirements for their implementation for teachers will be indicated.
Art addresses the affective level of the learner. It can impress, disturb, inspire, contradict the established and focus on foreign perspectives. Furthermore, it favours changes of perspective that develop intercultural communicative competence. One form of the arts that can be used in English literature education is drama. Experiencing drama via acting is one method of turning the reading of dramas into a speaking opportunity in class. During the Corona crisis, it became clear how important the social aspects of learning are. In both primary and secondary education, it has become clear that the social skills of learners have fallen by the wayside in front of the screen, resulting in deficits in other skills as well. Languages are social phenomena which need to be taught socially.
Inhaltsverzeichnis (Table of Contents)
- Dramatic Times Call for Dramatic Methods - Acting out Drama in an EFL Literature Classroom
- Objectives and Key Themes
- Literary Communicative Competence
- Drama as an Occasion for Speaking
- Learning Goals and Methodological Approaches
- Limitations and Requirements
- Chapter Summaries
- Introduction
- Literary Communicative Competence (LCC)
- Drama as an Occasion for Speaking
- Learning Goals and Methodological Approaches
- Schlüsselwörter (Keywords)
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This essay aims to explore the didactic and methodological aspects of acting out drama in an EFL literature classroom. It investigates how drama can become an occasion for speaking and promotes communication in English language learning, taking into account the concept of Literary Communicative Competence (LCC). Additionally, the essay examines potential learning goals that can be achieved through acting out dramatic texts and presents various methodological approaches to implementing such activities. Finally, it addresses the limitations of acting methods and outlines requirements for their successful implementation by teachers.
- The importance of communicative competence and the concept of Literary Communicative Competence (LCC) in English language learning.
- The potential of drama as a tool for promoting speaking and communication in the EFL literature classroom.
- The diverse learning goals that can be achieved through acting out dramatic texts, including linguistic, communicative, affective, social, aesthetic, and intercultural objectives.
- Methodological approaches to implementing acting activities in the EFL literature classroom.
- Limitations of acting methods and requirements for their successful implementation.
Zusammenfassung der Kapitel (Chapter Summaries)
The essay begins by establishing the importance of the social aspects of learning, especially in the context of foreign language acquisition. It highlights the role of literature, theatre, drama, and other artistic expressions in fostering communicative competence in English lessons. The essay then introduces the concept of Literary Communicative Competence (LCC) and explores its significance in teaching English literature. The chapter discusses how reading can become a speaking occasion and emphasizes the importance of engaging learners in creative meaning-making and communication.
Moving forward, the essay delves into the specific characteristics of dramatic texts that make them particularly suitable for active and process-oriented learning in the EFL classroom. The chapter analyzes how dramatic texts, as scripts for theatrical performances, invite active participation and foster communicative skills through acting. It also highlights the unique nature of drama as a genre that requires interpretation and transformation in the process of staging.
The essay then explores various learning objectives that can be addressed through acting out dramatic texts. It emphasizes the linguistic benefits of using dialogues and the role of verbal and nonverbal communication in language acquisition. The chapter highlights the importance of considering non-verbal elements in foreign language teaching, which are often neglected.
Schlüsselwörter (Keywords)
This essay focuses on the core concepts of Literary Communicative Competence (LCC), drama in the EFL literature classroom, acting as a speaking occasion, communicative competence, learning objectives, methodological approaches, and limitations of acting methods. It explores how drama can be used as a tool to foster communicative skills, enhance understanding of literary texts, and engage students in active learning processes.
- Quote paper
- Maximilian Rugen (Author), 2021, Acting out Drama in an EFL Literature Classroom, Munich, GRIN Verlag, https://www.grin.com/document/1152513
