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THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES PHAN THI THU GIANG AN APPLICATION OF DRAMA IN ENGLISH PROJECT LESSONS IN BAC KAN GIFTED HIGH SCHOOL (Áp dụng đóng kịch trong các tiết học “project” môn Tiếng Anh ở trường THPT Chuyên Bắc Kạn) M.A THESIS Field: English Linguistics Code: 8220201 THAI NGUYEN – 2019 Số hóa bởi Trung tâm Học liệu và Công nghệ thông tin – ĐHTN http://lrc.tnu.edu.vn THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES PHAN THI THU GIANG AN APPLICATION OF DRAMA IN ENGLISH PROJECT LESSONS IN BAC KAN GIFTED HIGH SCHOOL (Áp dụng đóng kịch trong các tiết học “project” môn Tiếng Anh ở trường THPT Chuyên Bắc Kạn) M.A THESIS (APPLICATION ORIENTATION) Field: English Linguistics Code: 8220201 Supervisor: Dr. Nguyen Trong Du THAI NGUYEN – 2019 Số hóa bởi Trung tâm Học liệu và Công nghệ thông tin – ĐHTN http://lrc.tnu.edu.vn CERTIFICATE OF ORIGINALITY I, the undersigned, hereby certify my authority of the study project report entitled “An application of drama in English project lessons in Bac Kan Gifted High School” submitted in partial fulfillment of the requirements for the degree of Master in English Language. Except where the reference is indicated, no other person’s work has been used without due acknowledgement in the text of the thesis. Thai Nguyen, July 2019 Phan Thi Thu Giang Approved by SUPERVISOR Date: ………………………… Số hóa bởi Trung tâm Học liệu và Công nghệ thông tin – ĐHTN http://lrc.tnu.edu.vn ACKNOWLEDGEMENTS The author of this minor study gratefully gives acknowledgement to all the support and motivation during the time of doing this research. First of all, I would like to express me sincere thanks and gratefulness to my supervisor, Dr. Nguyen Trong Du. His kind support and helpful advice went through the process of completion of my thesis. Without his instructions, encouragement, and inspiration, the thesis would not have been done effectively. I also acknowledge my thankfulness to my school principal, my colleagues, and my students who directly took part in my thesis with kind assistance and support. Besides, I would like to express my thanks to the lecturers and my friends whose kind help, care, motivation gave me strength during the time I spent in Thai Nguyen. My special thanks approve to my parents, my brothers, and my sister for their endless love. I especially thank my Mother who had never stop loving and encouraging me, and she, perhaps only watches me on my Master Thesis Defense Day FROM THE HEAVEN. Số hóa bởi Trung tâm Học liệu và Công nghệ thông tin – ĐHTN http://lrc.tnu.edu.vn ABSTRACT English has become an indispensible tool in modern society, so teaching and learning English have to be innovated to meet the more and more demanding requirements. This minor thesis aims to investigate the attitude of the learners in a gifted high school in the north of Viet Nam towards the application of drama in project lessons as well as the influence of drama strategy on students’ speaking performances and their soft skills development. The study is in the form of an action research, which is believed to enable the researcher to investigate the participants thoroughly and precisely. Qualitative and quantitative methods objectively supported for the main findings of the study. The data instruments include questionnaires and the researcher’s observation sheets. Some video recorded are involved as a part of data for deeper observation and analysis. The results reveal that the majority of the students felt interested in the applying of drama in project lessons. Moreover, most students gained the improvement in their speaking competence in general. The main finding of the study from the analysis of both students’ responses in the questionnaires and teacher’s observation checklist was that students’ soft skills such as team-building skill, problem-solving skill, and inter-personal skill improved significantly. However, the results also point out that some students seemed to have lost interest and motivation by the end of the project. It suggests that various teaching strategies should be combined to gain effectiveness. This study also provides some pedagogical implications for students, teachers, and other researchers to study the application of drama in project lessons in a larger scope with bigger population to reach more precise validity, reliability, and generalization. Số hóa bởi Trung tâm Học liệu và Công nghệ thông tin – ĐHTN http://lrc.tnu.edu.vn LIST OF TABLES AND PICTURES Chart 1: Student’s attitude towards the applying of drama in project lessons. ........ 34 Chart 2: Influence of drama on students’ speaking performances ............................ 39 Chart 3: Influence of drama on students’ social skills .............................................. 42 Picture 1a: Eagerly prepare for drama performance ................................................ 33 Picture 1b: Eagerly prepare for drama performance ................................................ 33 Picture 2: Drama performances ................................................................................. 36 Picture 3: Teambuilding spirit ................................................................................... 41 Số hóa bởi Trung tâm Học liệu và Công nghệ thông tin – ĐHTN http://lrc.tnu.edu.vn TABLE OF CONTENT CERTIFICATE OF ORIGINALITY .......................................................................... i ACKNOWLEDGEMENTS ....................................................................................... ii ABSTRACT .............................................................................................................. iii LIST OF TABLES AND PICTURES ...................................................................... iv TABLE OF CONTENT ..............................................................................................v CHAPTER 1: INTRODUCTION ............................................................................1 1.1. Rationale of the study...........................................................................................1 1.2. Aims of the study .................................................................................................3 1.3. Research questions ...............................................................................................4 1.4. Scope of the study ................................................................................................4 1.5. The significance of the study ...............................................................................4 1.6. Method of study ...................................................................................................5 1.7. Design of the study...............................................................................................6 CHAPTER 2: LITERATURE REVIEW ................................................................8 2.1. Cooperative Learning ...........................................................................................8 2.2. Project-based learning ..........................................................................................9 2.3. Drama .................................................................................................................12 2.4. Drama activities as a strategy in teaching and learning language .....................14 2.4.1. Contextualizing language and providing a safe environment .........................15 2.4.2. Sustainable, holistic learning ..........................................................................16 2.4.3. Improving personal and social competences ..................................................17 2.4.4. Motivation .......................................................................................................17 2.5. Speaking .............................................................................................................17 2.6. Teaching and learning English speaking skill....................................................19 2.7. Social skills ........................................................................................................24 CHAPTER 3: METHODOLOGY .........................................................................26 3.1. Research design ..................................................................................................26 Số hóa bởi Trung tâm Học liệu và Công nghệ thông tin – ĐHTN http://lrc.tnu.edu.vn 3.1.1. Qualitative method applied in the study .........................................................26 3.1.2. Quantitative method applied in the study .......................................................27 3.2. Application of drama in practical teaching context ...........................................27 3.3. Data collection instrument .................................................................................29 3.4. Data analytical method .......................................................................................30 3.4.1. Data analysis of questionnaires .......................................................................30 3.4.2. Data analysis of observation sheets and video clips .......................................30 CHAPTER 4: FINDINGS AND DISCUSSIONS .................................................32 4.1. The main findings of the study ..........................................................................32 4.1.1. The students’ attitude towards drama project lessons.....................................32 4.1.2. The influence of drama on students’ speaking performances .........................35 4.1.3. The influence of drama on students’ social skills. ..........................................40 CHAPTER 5: CONCLUSION AND IMPLICATIONS ......................................44 5.1. The conclusion of the study ...............................................................................44 5.2. The limitation of the study .................................................................................45 5.3. The implications of the study. ............................................................................46 REFERENCES ........................................................................................................48 APPENDIX ..............................................................................................................55 Số hóa bởi Trung tâm Học liệu và Công nghệ thông tin – ĐHTN http://lrc.tnu.edu.vn CHAPTER 1: INTRODUCTION 1.1. Rationale of the study These days, English has proven its indispensable role in each nation’s development all over the world. It is English that help bridge the different races, cultures, religions, politics, and society. In the world of globalization, English has become a dominant language used and spoken both nationally and internationally. There are a number of sectors where English is needed such as medicine, politics, engineering, economy, tourism, finance, international relations, education etc. English is not only important at a global scale but also at regional level like ASEAN regions. It is stated in the ASIAN Charter article 34 that the means of communication within ASEAN countries in the fields of government sectors as well as other organizations related in both government and private sectors. Therefore, English has shown its power when it becomes the first priority for the people of ASEAN to create the relationship without borders in geography and culture, and the world of competiveness. To turn English a second language of the nation, much effort has been made in many ASIAN countries in order to improve their citizens’ English proficiency to meet the great demand of the modern world. Regarding the foreign language teaching and learning in Viet Nam, English is considered the core subject in the national curriculum. According to To (2010), the English capacity of Vietnamese people is limited although there have been some positive changes in the teaching context recently. It is reported by executive manager of Project 2020 that 98% of Vietnamese students study English for seven years (from grade 6 to grade 12, age 11–18), but cannot use it for basic communication (Nhan, 2013). With a view to improving English language teaching and learning in Vietnam in the time of industrialization and modernization, Prime Minister has announced Decision No. 1400/QĐ-TTg “Teaching and Learning Foreign Languages in the National Education System, Period 2008 to 2020”. The general goal of this project is that “by the year 2020 most Vietnamese youth whoever graduate from vocational schools, colleges and universities gain the capacity to use a foreign language independently. 1 This will enable them to be more confident in communication, further their chance to study and work in an integrated and multi-cultural environment with variety of languages. This goal also makes language as an advantage for Vietnamese people, serving the cause of industrialization and modernization for the country” (MOET, 2008). For the Gifted High School System, another decision is issued by MOET in 2010 (Decision No. 959/QD-TTg – “Developing The Gifted High School System, Period 2010 to 2020”), which narrows the scope of the previous policy to gifted schools only. According to this Decision, from school year 2011-2012, natural science subjects, including Mathematics, Physics, Chemistry, Biology and Computer Science, will be taught totally in English in piloted gifted schools. The implementation would be applied in the remaining gifted schools by 2015. It requires not only teachers but also learners to innovate teaching and learning process to reach this goal. In the teaching context in Bac Kan province, a remote and mountainous area, although most people are aware of the importance and the necessity of English, the underdeveloped social economic condition has become a barrier in improving this foreign language. In addition, the extreme lack of language speaking environment results in students’ quite low English proficiency. In details, the results of the National Examinations of Secondary Education in some recent years have shown that only around 10% of the students could get mark from 5.0 in English. This fact challenged both teachers and learners to innovate teaching and learning to meet the demand of the country’s industrialization, modernization, and international integration process. Bac Kan Gifted high school was founded in 2003 and it has become a trustworthy place where educated talented students for the province. However, for students there, English is not their cup of tea and speaking English is a difficult task. Most of the students are ethnic minority people and quite shy to speak English in front of the others. Their English competence is pre-intermediate and they can hardly have chances to communicate with English native speakers. Three forty fiveminute-lessons a week is time for practicing their speaking skill of most of the Số hóa bởi Trung tâm Học liệu và Công nghệ thông tin – ĐHTN http://lrc.tnu.edu.vn students. Only a few of them have chance to interact with English speakers through social networks. As a result, although they spent six or seven years studying English at school, they have to make a great effort to pronounce an English sentence correctly, and they are not confident enough to communicate in the target language. They may understand the language and know a lot about its grammar and lexicon, but when they need to speak, they seem to be at a loss for words or too shy to speak in front of other people. Thus, their English scores in examinations were low. Moreover, English proficiency is currently a barrier for most of them, which disadvantages them from gaining prizes in some certain international competitions partly due to misunderstanding the requirements and poor English performances. Piloted English textbook, which was applied in Bac Kan Gifted high school three years ago, is a new curriculum for both teachers and students. After each unit in this textbook, there is a lesson named “project” at which teacher can create different kinds of activities to help students develop their sub-skills. It is the time when the learners have more chances to improve their speaking skill. That is the reason why applying drama activities in teaching project lessons is selected as the research issue with a hope to have an in depth study to reach the expected result, which is whether drama as a technique of teaching speaking skill can help engage the students in their learning, involve and motivate them to use their target language in reality, as well as create the interest among learners. The research result may suggest valuable implications in teacher’s further career as an English teacher. 1.2. Aims of the study The study aims at investigating the attitude of grade 11 students towards the applying of drama in English project lessons during the second term of the school year 2018-2019; also the study’s main purpose is to find out whether drama can be used as an effective teaching technique to enhance students’ speaking. Investigation of the study may suggest important implications in teaching and learning English not only in this class but also in others. Số hóa bởi Trung tâm Học liệu và Công nghệ thông tin – ĐHTN http://lrc.tnu.edu.vn 1.3. Research questions The study attemps to answer two questions: 1. What are the attitudes of students towards the application of drama in project lessons? 2. To what extent can drama project lessons influence students’ speaking performances and social skills development? 1.4. Scope of the study The study focuses on speaking skill, which is a challenge to both teachers and students in such a remote and mountainous area where the teaching and learning condition still face numerous difficulties. During the school year 20182019, the researcher was in charged of class 11A; therefore, she chose them as her study participants for her convenience. The study was conducted in the year 2019. The study began at the beginning of the second semester of the school year 2018-2019 and was expected to be completed by the end of that semester. The study involved the participants of 28 grade 11 students from class 11A in Bac Kan gifted high school. The selected strategy, which is using drama, was applied in 05 Project lessons, each of which last forty minutes. Since the students were studying the new English books, they had one Project lesson after every unit. This was when the application of drama activities took place. Then the data collection and analysis were carried out to reach the findings. The scope of the study includes the application of drama in project lessons in only one circle of an action research. The observation to diagnostic the problems in teaching and learning speaking skills is excluded from the scope of the study and regarded as teacher’s experience in reality. 1.5. The significance of the study With a view to investigate the attitude of students towards the applying of drama activities in project lessons, the study is hoped to reveal students’ preference in their ways approaching English speaking skill. Although drama is not a new Số hóa bởi Trung tâm Học liệu và Công nghệ thông tin – ĐHTN http://lrc.tnu.edu.vn strategy in language teaching and learning, it is still expected to bring about certain effectiveness in getting students involved in the lessons excitedly. Those who benefit first from the study are learners because if the subjective expectation of the researcher become positive, the students will participate more actively, will not be nervous to speak English, be brave and confident to answer teachers’ questions, and be able to communicate English well. This will result in the improvement of students’ speaking proficiency. Furthermore, it is also hoped that the findings of the study make both theoretical and practical contribution to the improvement of English teaching and learning process, especially in teaching speaking. In addition, teachers in Bac Kan Gifted High School are likely to receive benefits from the information the research provides. The findings can be used as a source of reference for teachers in their pedagogical aspect. Whether the findings of the study are positive or negative, teachers in this school can have an overall insight about the effectiveness of drama activities applied in their own school, and on their students. Finally, the study can give contribution to other researchers as references in conducting further research either in the related theme or in others. Generally, the significance of the study will be seen through the benefits it will bring to all parties involved from students, teachers to educators and other researchers. 1.6. Method of study This study was in the form of an action research in which both qualitative and quantitative methods were employed. An action research was believed to enable the researcher to investigate the participants thoroughly and precisely. Qualitative and quantitative methods objectively supported for the main findings of the study. Both methods were employed parallel and they were supportive of each other. Quantitative and qualitative methods were merged to help gain reliability and validity of the result. Số hóa bởi Trung tâm Học liệu và Công nghệ thông tin – ĐHTN http://lrc.tnu.edu.vn The data instruments of the study included questionnaires to investigate the attitude of students toward drama activities applied in project lessons and observation sheets used by teacher during the application of drama activities in five project lessons. After being collected, questionnaires about students’ attitude toward drama activities used in project lessons were synthesized and analyzed quantitatively. The video clips recording lessons were used for further analysis in term of students’ behavior, participation, and improvement in their speaking performance. Performances of units 6 and 9 were recorded since they were the first and the nearly last units in the second term, so the achievements if there were would be clear to be seen. Other Units, including units 7, 8, and 10, were observed and noted. Base on the analysis of the data collected, the main findings, conclusions, as well as implications of the study were made with the hope to contribute to the language teaching and learning process. 1.7. Design of the study This minor thesis is divided into five chapters. Chapter 1, INTRODUCTION, presents the rationale, the aims, research questions, participants, scope of the study, significance, method, and design of the study. Chapter 2, LITERATURE REVIEW, presents various concepts most relevant to the research topic such as project-based learning, cooperative learning, drama activities, and speaking English skill. In addition, theoretical concept of teaching and learning English speaking skill both in Viet Nam and in other countries is presented in this part. It, moreover, mentions the previous studies on drama activities as a strategy in language teaching and learning. Chapter 3, METHODOLOGY, provides the methodology underlying the study, which includes the general information about study subjects, the current state of teaching and learning speaking at Bac Kan gifted high school. The focus of this chapter includes the methods of data instruments, data collection, and introduces the method of data analysis. Chapter 4, FINDINGS AND DISCUSSIONS, presents the main findings of the study, which are found base on the analysis of the data collected including results from questionnaires and observation sheets. Số hóa bởi Trung tâm Học liệu và Công nghệ thông tin – ĐHTN http://lrc.tnu.edu.vn Chapter 5, CONCLUSION AND IMPLICATIONS, summarizes the findings and give some implications in which drama activities applied in the project lesson for grade 11th English major students at Bac Kan gifted high School. This chapter also points out the limitations of the study and provides some suggestions for further studies. Số hóa bởi Trung tâm Học liệu và Công nghệ thông tin – ĐHTN http://lrc.tnu.edu.vn CHAPTER 2: LITERATURE REVIEW 2.1. Cooperative Learning Cooperative learning is a term referring to a strategy for group instruction. It is one of teaching and learning strategies that follow learner-centered approach. Different educators and researchers give this term different definitions. In general, according to Slavin (1995,p.84) : “Cooperative students learning is an instructional program in which work in small groups to help one another master academic content.” In more detail about forms of cooperation, Brown (1994, 192) supposes: “Cooperative learning involves students working together in pairs or groups, and they share information .They are a team whose players must work together in order to achieve goals successfully.” Additionally, Kessler (1992,p.131) gives the definition of cooperative learning particularly in language learning context as follow: “Cooperative learning is a within-class grouping of students usually of differing levels of second language proficiency, who learn to work together on specific tasks or projects in such a way that all students in the group benefit from the interactive experience.” According to D. Johnson and R. Johnson (2000), cooperative learning is defined as a successful teaching strategy in which students work in small groups to contribute different ideas to achieve the learning objective. Regarding the benefits that cooperative learning brings to the learners, it can be summarized as following: Academically, cooperative learning may help maximize the learning ability since by working together; the students can discuss, finish and submit the required task. Through cooperative learning, students have more chances to use the target language as well as construct their own language because it both requires and gets students involved in communication. In term of speaking skill, cooperative learning Số hóa bởi Trung tâm Học liệu và Công nghệ thông tin – ĐHTN http://lrc.tnu.edu.vn enables students to actively build up their own concept to communicate their opinions with others (Isjoni, 2011). Since the target language is used more frequently, students’ speaking competence is more likely to be enhanced. Socially, cooperative learning helps students identify the problem and find out the solutions to it. Thus, in a cooperative learning classroom, students have more chances “to discuss with peers, present and defend their ideas, exchange diverse beliefs, question other conceptual frameworks, and be actively engaged in the learning process” (Brown, 2011). It is time when problem – solving skill is formed and developed. Besides, through group meeting and discussing, each member may have a chance to build up their team working skill. Also, students can gain improvement in their interpersonal skill through exchanging and processing information and reaching the final conclusion. The most important benefit is that cooperative learning creates the environment for students to develop their critical thinking- one of the most significant qualifications of the young in the 21st century. When learning speaking skill with drama strategy, students have to use cooperative skill during the learning process, from deciding the script, dividing the roles, planning schedule for rehearsals, selecting costumes, to performing. If the students do not take strong responsibility in group work and do not co-work effectively with other members, their results can not be satisfied. In other words, to achieve the goal, students must share, support, and co-work smoothly. To put it in the nutshell, with both academic and social benefits, cooperative learning is a promise learning strategy to apply in the modern world of development and globalization trends. 2.2. Project-based learning Project-based learning is an instructional model that involves students in investigations of compelling problems that result in authentic products. The original of Project is derived from Pragmatism, which, according to Frey (1986), is the philosophical movement, which appeared in the middle of the 19th century and promotes action and practical application of knowledge in everyday life. The implementation of the project method was based on three pedagogical principles Số hóa bởi Trung tâm Học liệu và Công nghệ thông tin – ĐHTN http://lrc.tnu.edu.vn (Crisafidis, 2005), among which learners’ active participation in the learning process plays the key role. Projects are believed to help create stronger classroom learning opportunities. For students, benefits of project-based learning are mainly on the following points. First and foremost, it helps increase attendance, growth in selfreliance, and improved attitudes toward learning (Thomas, 2000). Taking part in project, students have more chances to access to a quite-different-from-traditional learning method. They are likely to pay more attention to learning process as well as get motivated in doing the projects. Secondly, while participating in projects, students take greater responsibility for their own learning than during more traditional classroom activities (Boaler, 1997; Railsback, 2002). The reason is that Projects put students in different active roles such as: problem solver, decision maker, investigator, or documentarian. Hence, students have to work responsibly to complete their duty. A further benefit is that students have enhanced motivation, engagement and enjoyment (Lee, 2002). From a motivational perspective, projects being authentic tasks, are more meaningful to students, increase interest, motivation to participate, and can promote learning (Brophy, 2004). Enjoyment and motivation also stem from the fact that classroom language is not predetermined, but depends on the nature of the project (Larsen-Freeman, 2000:149). One more benefit students get from doing projects is that they are provided with a variety of opportunities to develop complex skills, such as higher-order thinking, problem solving, collaborating, and communicating (SRI, 2000). Joining a project means working in groups, so students will learn to co-work to reach the goal. It is believed that students can develop their social and soft skills very well such as group working skill, interpersonal skill, problem-solving skill. According to Allen (2004), among those skills, the development of problem-solving and higher order critical thinking skills are very important, since they are life-long, transferable skills to settings outside the classroom. Last but not least, project-based learning allows students to access to a broader range of learning opportunities in the classroom, providing a strategy for engaging culturally diverse learners (Railsback, 2002) Số hóa bởi Trung tâm Học liệu và Công nghệ thông tin – ĐHTN http://lrc.tnu.edu.vn In terms of benefits for teachers, the implementation of project-based learning helps them to improve professionalism and collaboration among colleagues, and create more opportunities to build relationships with students (Thomas, 2000). Besides, introducing a wider range of learning opportunities into the classroom for diverse learners also make teachers pleased. Steps of Project Development Step1: Starting the project Each project often starts with a question or a problem that needs tackling. Through the analysis of the factual teaching and learning context as well as the requirement of the curriculum in each unit, teacher will raise a question or a problem for students to address. After the teacher and the students agree upon the theme of the project, they will determine the outcome, and figure out project details that guide students from the opening activity to the completion of the project. At this step, students consider their roles, responsibilities, and collaborative work groups. Step 2: Developing the project In this step, after receiving the requirement, students are divided into groups. Each group’s members meet and arrange the timing for gathering, sharing, and compiling information, and then prepare to present their final project. Step 3: Reporting the project In this step, students present their outcome of their project, as planned. Step 4: Assessing the project The students reflect the project theme on the target language. They are also asked to make recommendations that can be used to improve their projects in the future. The teachers provide students with feedback on their language and content learning. Peer feedback is sometimes useful for both the presenters and the audiences. In the new English textbook, there is a project lesson at the end of each unit. This part is aimed at providing students with an opportunity to apply the language and skills they have learnt throughout the unit to perform a task in a real-life Số hóa bởi Trung tâm Học liệu và Công nghệ thông tin – ĐHTN http://lrc.tnu.edu.vn situation. Students are often asked to carry out a small research or to do a survey to get information about the people and the real world around them. To complete the task in the project lesson, much of the work can be done outside of class. The teacher is allowed to use all the task designed in the book or design her own task for students. The project activities often involve teamwork, which develop students’ collaborative skills as well as promotes their team spirit. 2.3. Drama Drama has been applied in language teaching in different names such as roleplay activities, drama activities, and dramatic activities. It is not a new approach used in foreign language teaching since it dated back to the 19th century (Schewe, 2007). Since the late 1970s, together with the raising prevalence of the Communicative Approach, drama has become an indispensible part of foreign language teaching and learning – for the area of English as a foreign language. According to Praputkit (1983), drama activities are characterized by the integration of various activities using mime, role-playing, improvisation, simulation, language games, story telling, and dramatization. A widely cited definition of drama is proposed by Holden (1981: 1) who defines it as “any activity which asks the student to portray a) himself in an imaginary situation or b) another person in an imaginary situation”. This definition can be applied to most formats of drama in language teaching and includes roleplay as a form of drama. In the name of role-play, it is defined by Harmer (1998) that “Role-play activities are those where students are asked to imagine that they are in different situations and act accordingly.” To describe drama in a wider in scope, the following characteristics can be used to classify drama activities by Bolton (1986,p.229-231).  Short/long: a drama game can be played in only several minutes while a drama project can last over a few months or even longer.  Non-verbal/verbal: the use of verbal form of activities in language teaching is considered self-explanatory ; however, in a drama, non-verbal activities also have various meanings. For example, non-verbal signals can be used as Số hóa bởi Trung tâm Học liệu và Công nghệ thông tin – ĐHTN http://lrc.tnu.edu.vn
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