Drama pedagogy is a highly promising approach to modern language teaching, which moves drama from its traditionally extra-curricular status to a key teaching and learning tool. Authentic communication is often mentioned as a goal of drama pedagogy; the teacher wants to create a context for speech that simulates actual communication rather than the isolated or contrived sentences and dialogue often found in textbooks.
This paper aims to find out what effect the use of drama can have on learners' speaking confidence, spontaneity, and fluency. Different literature on the subject is consulted and several approaches are considered, such as a speed dating activity with no preparation to simulate an authentic conversation; a role-play scripted by the pupils; and a pair conversation, with ‘character cards’ to give pupils an idea in English what they could say, and questions on the slide.
These methods are implemented over three lessons with a class of 20 year ten pupils. Different tools to collect data were used for analysis, such as a questionnaire and observation notes from the class teacher, to answer the question, in how far the use of drama can be profitable in modern language teaching.
The paper includes the used working material for French lessons and an evaluation.
Table of Contents
1. Literature Review
2. Research Design
3. Data Analysis
4. Conclusion
Research Objectives and Themes
The primary objective of this research is to evaluate the impact of drama-based pedagogical strategies on the speaking confidence, spontaneity, and fluency of secondary school students within a Modern Languages classroom setting.
- Analysis of drama as a tool for increasing student engagement and intrinsic motivation.
- Evaluation of communicative activities such as speed dating, role-plays, and pair conversations.
- Examination of the role of authentic communication in overcoming the "speaking paradox."
- Assessment of pedagogical strategies to improve student strategic competence in unpredictable speaking situations.
Excerpt from the Book
Literature Review
The focus of modern language (ML) teaching has changed over the decades. Methods concerned mainly with grammar gave way to ‘intensive oral training’ (Even, 2011, p.300), and though we have moved on again from solely communicative language teaching to cover a range of skills equally, ‘[speaking] is the skill by which [learners] are most frequently judged’ (Bygate, 1987, p.vii). The language teacher must find a way to increase learners’ confidence in speaking the target language (TL), as well as their proficiency. Graham (2014, p.51) discusses a ‘paradox’ regarding speaking: pupils see it as an important goal, but they feel they have the least success in this skill. Ofsted (2011, p.23) agree that speaking is ‘a concern’. How, then, can teachers improve their approach to speaking in ML lessons?
Only two of the schools visited by Ofsted in their 2011 (p.24) report were said to have developed outstanding listening and speaking skills, which they did by ‘using drama to enhance their performance’ and being taught to ‘cope with information gaps’ to ensure they could react spontaneously. As well as spontaneity, research points to other benefits of using drama in the ML classroom.
Drama pedagogy is a ‘highly promising’ approach to ML teaching (Even, 2008, p.162) which moves drama from its traditionally extra-curricular status (McNeece, 1983, p.829) to a key teaching and learning tool. Authentic communication is often mentioned as a goal of drama pedagogy; the teacher wants to create a context for ‘speech that simulates […] actual communication’ (MCNeece, 1983, p.832), rather than the isolated or contrived sentences and dialogue often found in textbooks. Horne (2014, p.67) points out that authentic interactions can occur in the classroom, namely ‘the acquisition and use of classroom equipment or the carrying out of classroom routines’ but this is a limited view of what authentic communication could look like.
Summary of Chapters
Literature Review: This chapter contextualizes the research within existing pedagogical discourse, focusing on the shift toward drama-based strategies to overcome student anxiety and improve speaking skills.
Research Design: This section details the qualitative methodology, including ethical considerations, the selection of a purposive sample of 20 pupils, and the use of observation and questionnaires as data collection tools.
Data Analysis: This chapter examines the findings from specific activities (speed dating, role-plays, and pair conversations) to determine their effectiveness in boosting confidence, fluency, and spontaneity.
Conclusion: This final chapter synthesizes the research findings, reflecting on the teacher's professional growth regarding student motivation and effective behavior management in the language classroom.
Keywords
Modern Languages, Drama Pedagogy, Speaking Skills, Authenticity, Spontaneity, Fluency, Learner Confidence, Intrinsic Motivation, Communicative Language Teaching, Action Research, Role-play, Classroom Management, Strategic Competence, Information Gaps, Qualitative Analysis.
Frequently Asked Questions
What is the primary focus of this research?
The research explores the application of drama pedagogy in Modern Languages teaching, specifically aiming to enhance students' speaking confidence, fluency, and spontaneity.
What are the central thematic fields?
The study centers on communicative language teaching, the importance of authentic interaction in the classroom, the role of motivation in language acquisition, and the practical implementation of drama activities.
What is the main research question?
The research asks what effect the implementation of specific drama-based strategies has on the speaking performance and confidence levels of year ten pupils.
What methodology is utilized?
The researcher uses a qualitative approach, implementing a small-scale study with one group of 20 pupils over three lessons, utilizing questionnaires, observation notes, and lesson resources to gather data.
What content is covered in the main body?
The main body evaluates three distinct teaching interventions—speed dating, role-plays, and pair conversations—and discusses their impact based on pupil feedback and teacher observation.
Which keywords characterize this work?
Key terms include Modern Languages, Drama Pedagogy, Speaking Skills, Authenticity, Spontaneity, and Learner Confidence.
Why did the researcher choose a Year Ten class for this study?
The researcher selected this specific group due to their immediate need to practice speaking skills for upcoming assessments, allowing for a focused purposive sample.
What were the main conclusions regarding student preferences for activities?
The data suggests that pair conversations were the most popular and effective activity for reducing self-consciousness and encouraging interaction, while speed dating was found useful for spontaneity but less favored by the students.
- Citation du texte
- Laura Smith (Auteur), 2017, The Use of Drama in Modern Language Teaching. Material for French Lessons, Munich, GRIN Verlag, https://www.grin.com/document/374105
