Planning a Drama- Oriented Second Language Course Week 13 Language in context

Gap between research findings and the real effect on the teaching of a second language through drama. Lack of research about using drama Slow empirical testing and retesting research processes on the use of drama. So follow individual experience and not research results.

Another reason for this gap Paid too much to the technical procedures of drama. Should think about more holistic vision  social context, state policy Teacher-student relationship, student learning attitude, learners’ learning processes.

Cognitive routes for second language development in the classroom. Two processes: Primary process: skill using Secondary: skill getting

Primary process  Augment learners’ L2 knowledge with their world knowledge of conceptual schema, communicative functions, situational features of discourse contexts, and language organization.  The learners’ L2 ability develops through a series of stages involving formulaic speech, propositionally-reduced speech, syntactic utterances, morphologically marked utterances and complex utterances.

Disadvantage of primary process Likely to lead to pidgenized speech that may not cause critical difficulties in everyday communication but is a fatal obstacle for further improvement and refinement of the target language.

Secondary process  Analytic L2 knowledge.  Not available to be used in unplanned discourse.  Sensitive to language forms,  for use later.  Formal instruction focuses on analyzing language forms and practicing drills.

Drama Oriented L2 Classroom Preparation Phase Drama Phase Reflective Phase

Preparation Phase Provides learners with a background for the drama as well as essential language items to be used while participating in the activities. Possessing analytical knowledge from their previous lessons.  Various communicative situations and knowledge in L1 + Language learned in the classroom.

Preparation phase Give a direct and explicit manner before they get involved in their roles in drama. The teacher can discuss necessary vocabulary and certain language structures that are needed for a particular episode with the class. (need not be formal).

Drama phase New non-analytical knowledge is generated through primary processes, due to the unpredictable and simultaneous situations and ideas that evolve in drama

Drama Phase Temporarily suspends the drama to provide immediate help to the students. Students benefit from monitoring each other’s verbal contribution to the dialogue. Teacher monitor.

Reflective Phase New language items that occurred in the drama may be discussed with the class, based on the teacher’s observation and the students’ reflection upon their drama experience. Group assignments covering socio linguistic aspects  appropriateness of discourse manner, intonation, cultural expressions, and turn taking

Reflective Phase Allows learners to clarify their new non- analytic knowledge so that unneccessary struggles in language learning are avoided and the learning rate increases. Processes of forming analytical and non- analytical knowledge when the three phases support one another in function, theme, and purpose.

Components of language teaching in drama oriented L2 classroom  Policy  Approach  Syllabus  Materials  The Teacher and the Learners  The classroom