Improvisation is in human nature. We improvise frequently when we have to solve problems in every day life, react to unforeseeable events, and communicate with others, especially through spoken language. Communicative competences are the key to speaking a language. Fluency plays an important role in communication. While as teachers it is our goal to enable our pupils to communicate in the new language, we are free in the choice of methods with which we want to accomplish this goal.
Overall, classroom games and drama teaching are widely explored in literature from the mid 20th century until today and positive effects on learning and teaching have been reported. However, the mixed form of “improv games” did not receive much attention and therefore still leaves room for further investigation.
Successful communication requires “turn-taking”-skills. These can be trained through improv games because turn-taking is an essential mechanism of improv. Two or more players interact with each other, reacting to expressions and comments, posing questions or solve a task together. The following sections give an insight into what improv games are, how they work and whether they should be used in teaching for different levels of language classes. They key features will be compared to classic teaching methodologies to see how they can integrate into or enhance given techniques.
For easy reading I have alternated the use of male and female pronouns, although every he and she includes both genders, if not explicitly stated to be gender specific.
Table of Contents
1 Introduction
2 Methodology – What is Improv and What are the Benefits?
2.1 What is Impov?
2.2 History of Improvisation
2.3 Rules of Improv Games
2.4 Personal Benefits from Improv Games
2.5 Social Benefits for a better classroom atmosphere
2.6 Using Improv Games for Teaching English
2.6.1. Train Listening and Speaking Skills
2.6.2. Trigger Competition as a Motivation
2.7 Connection to Different Teaching Methods
3 Analysis – The Game 'What are you doing?' for ELT Classes
4 Conclusion
5 Works Cited and Additional Resources
Objectives & Topics
This term paper explores the integration of improvisation games into English as a Foreign Language (EFL) classrooms. It aims to demonstrate how improv techniques can be utilized as effective, motivating tools to enhance communicative competence, reduce learner anxiety, and facilitate language acquisition in a practical and enjoyable manner.
- The history and fundamental rules of improvisation games.
- Personal and social benefits of improv for the classroom atmosphere.
- Methods for training listening and speaking skills through improvisation.
- Comparison between improv games and classical teaching methodologies.
- Practical analysis and variations of the game "What are you doing?".
Excerpt from the Book
2.3 Rules of Improv Games
Jumping into the game reality means leaving the classroom reality, loosing fear and stress but also accepting various rules. Like other games, improv relies on certain rules which will be explained in the following section. This is not a complete selection for rules can and must be adapted to each situation or group, but these are the most crucial ones.
First of all, improvising is about speed; there is no time for individual long thinking. It is better to offer the first – maybe silly – idea that comes to mind than coming up with the one great well thought-out idea. Each given idea is called an offer. “Offers are the building blocks of improvisation [… and] can be physical, verbal, a nod or even a wink” (Hudson 2013:11). In view of the fact that many improv beginners will ponder about their ideas, performances can grow into a weary process which slows down the whole game. Thus it is important to teach a first rule: say out loud the first thought that comes to your mind! There should be no thinking, for the first thought is often the best or funniest idea that adds to the enjoyment of improvisation games.
This leads to a next important rule of accepting others ideas. When offers were rejected or judged by classmates it can be discouraging for the person who offered them. In order to keep the game going an motivate pupils to suggest ideas, teaching acceptance is important. This can be trained with some training games. “Once the students let their imaginations run, they learn to trust in their instinctive ideas and enjoy the playful art of improvisation” (Hudson 2013:11).
Summary of Chapters
1 Introduction: This chapter establishes the natural human tendency for improvisation and outlines the goal of using improv games to foster communicative competences in language learners.
2 Methodology – What is Improv and What are the Benefits?: This chapter defines improvisation, explores its history, and details the core rules and personal/social benefits, including its connection to established teaching methodologies.
3 Analysis – The Game 'What are you doing?' for ELT Classes: This chapter provides a practical example of an improv game, demonstrating its rules, potential variations for different proficiency levels, and its role as an active teaching tool.
4 Conclusion: This chapter summarizes how improv games serve as powerful, versatile tools that create a low-stress environment for meaningful and natural language acquisition.
5 Works Cited and Additional Resources: This section lists all scholarly references and supplementary materials used to support the research in this paper.
Keywords
Improvisation, EFL, Communicative Competence, Language Games, Turn-taking, Classroom Atmosphere, Total Physical Response, Student-centered Learning, Scaffolding, Motivation, Speaking Skills, Listening Skills, Teaching Methodology, Fluency, Active Learning.
Frequently Asked Questions
What is the core focus of this term paper?
The paper focuses on the pedagogical application of improvisation games within EFL classrooms, exploring how these techniques can be used to improve speaking and listening skills.
What are the primary themes discussed in the paper?
The themes include the history of improv, core rules such as "Yes, and...", social benefits like building classroom trust, and the alignment of improv with existing teaching methods like TPR.
What is the ultimate goal of the research?
The goal is to advocate for the inclusion of improv games as an active, engaging teaching tool that makes language learning more personal and memorable for students of all levels.
Which scientific teaching methodologies are compared to improv?
The paper compares improv techniques to the Total Physical Response (TPR) method, the Direct Method, and the Audio-Lingual Method.
What does the main body of the paper cover?
The main body covers the theoretical foundations of improv, detailed rules for classroom management, and a practical analysis of the game "What are you doing?".
Which keywords best characterize this research?
Key terms include Improv, EFL, Communicative Competence, Student-centered Learning, and Classroom Atmosphere.
How does the "Yes, and..." rule work in an educational context?
It encourages students to accept their classmates' contributions and build upon them, fostering teamwork and preventing the story from stopping due to "blocking".
Why is the game "What are you doing?" specifically recommended?
It is recommended because it has simple, flexible rules that allow for adaptation across different age groups and proficiency levels while keeping the teacher in the background and students active.
Does the author advise on how to handle errors or failures?
Yes, the author emphasizes that "it is okay to fail" and that errors in an improv game should be viewed as part of the creative process rather than obstacles to learning.
- Arbeit zitieren
- Sina Laura Rautmann (Autor:in), 2014, Benefits of Using Improv Games for Teaching EFL Classes, München, GRIN Verlag, https://www.grin.com/document/370025
