Developing EFL secondary materials using literary text and drama activities

1. Introduction Motivation is one of the key factors in the success of foreign language learning. However, according to Hong (2016), textbook is one of demotivating factors in learning English because of exclusive focus on grammar, expository texts, and reading activities for test. In order to deal with this issue, one of possible answers is a lesson using literary texts and drama activities including various engaging activities such as games, storytelling, and improvisation.

2. Theoretical background Drama-based material Literary text Drama techniques

3. Personal background Story is a source of enjoyment and learning. I want to find the enjoyable way of teaching English. I have found that middle school textbooks don’t provide interesting text and post-reading activities. I have learned that students like many different kinds of activities.

19 first graders in a middle school 4. Needs Analysis Participant 19 first graders in a middle school Method 4 Likert scale survey 1. Speaking ability 2. Drama activities 3. Story or novel 4. Low interest in reading books Drama activities Picture book and simplification

5. Scope & sequence Title (author) Reading strategies Vocabulary   Title (author) Reading strategies Vocabulary Grammar Structures Literary elements Unit 1 The Necklace (Guy de Maupassant) Making predictions distinguished, thrifty, wearily, convince, frowned Comparison of adjectives and adverbs Characterizati-on Skimming exhausted, debt, slump accidentally, Messy Past tense Surprise ending Motive Unit 2 The Comeback (Elizabeth Van Steenwyk) Scanning swerved, opponents, strain, hud, examinations Present perfect tense Setting Narrator Theme Summarizing costume, motionless, initials applauded, hesitated Past perfect tense

5. Review of sample chapter For motivation

5. Review of sample chapter For motivation

6. conclusion Story is a source of enjoyment and learning. I want to find the enjoyable way of teaching English. I have found that middle school textbooks don’t provide interesting text and post-reading activities. I have learned that students like many different kinds of activities.

reference Brumfit, C. & R. Carter (eds.) (1986). A feeling for language: the multiple values of teaching literature. In Literature and language teaching (pp. 42-59). Oxford: Oxford University Press. Collie, J., & Slater, S. (1996). Teaching literature: why, what and how. In Literature in the language classroom (pp.2 -11). New York, NY: Cambridge University Press. Hong, S. J. (2016). A study on Korean middle school students' demotivationg factors in learning English. Unpublished Master’s thesis. Sookmyung Women’s University, Seoul, Korea. Kao, S. M., & O'Neill, C. (1988). Words into worlds: Learning a second language through process drama. London, England: Ablex.