copyright 2006 www.brainybetty.com Question 1 What is Drama? 5/19/2019 copyright 2006 www.brainybetty.com

copyright 2006 www.brainybetty.com Drama is ~ LIFE ! 5/19/2019 copyright 2006 www.brainybetty.com

copyright 2006 www.brainybetty.com We have Relationships Emotions Contexts 5/19/2019 copyright 2006 www.brainybetty.com

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CLT?

Interactionism.

Learn Language through communication

Communicative language Teaching What is it?

Share ideas and opinions with Other people: oral, written Me: oral, written

Why?

People learn from communicating with others. Interactionists Vygotsky + Bruner People learn from communicating with others.

1.1.2 SLA theories

What is it? Primary goal of CLT? develop communicative competence in the target language What is it?

Appropriate use of language in social contexts Hymes (1971, 1972) Appropriate use of language in social contexts Savignon (1972, 1983, 1991) Distinguish between a language learner’s mastery of isolated grammar rules and the more complex ability to negotiate meaning and interact with other students

Canale and Swain (1980) Grammatical competence: learners’ knowledge of the structure of the target language. Discourse competence: to use knowledge of that grammar system to connect sentences in a meaningful manner. Sociolinguistic competence: is based on the knowledge of the social and cultural rules of the L2 environment Strategic Competence provides strategies such as repetition, hesitation, fillers, guessing, and body language, which serve to compensate for any breakdown in communication.

Brown (1994) Organizational competence (grammatical and discourse) Pragmatic competence (functional and sociolinguistic) Strategic competence Psychomotor skills (pronunciation)

Form and Function (Kang, 2005) Form: linguistic knowledge (linguistic competence in Celce-Murcia et al, 1995; grammatical competence in Canale and Swain, 1980) Function: using the target language appropriately to the context (actional, discourse, sociolinguistic competence in Celce-Murcia et al, 1995; discourse, sociolinguistic, strategic competence in Canale and Swain, 1980).

Familiarity Direct or controlled approaches: Processing ‘skill-getting’ Processing Indirect or transfer approaches: ‘skill-using’ (Rivers and Temperley, 1978)

For Familiarity. Focuses on practicing and drilling. Songs, chants, substitution practice, repetition, listening.

For processing Need to produce the target language with the speakers’ own purposes, concrete goal to talk about, with Freedom of choice in language. TASK BASED Content Based

Kinds of drama activities 1. NON-VERBAL DRAMA Mime Still Image. 2. CLOSED ROLE-PLAYS One word Scripted role-plays Open-ended 3. OPEN DRAMA Mapped Situational Simulation  Debating Juxtaposition Processing drama

Drama activities in education Cognitive, social, and aesthetic process concerned with the negotiation of meaning. Integration of other subject areas. (Look at the dialogue) Drama is effective in the development of oral language, literacy, motivation, positive attitudes, and social and cognitive skills (Wagner, 1988)

copyright 2006 www.brainybetty.com Drama? Yes! 5/19/2019 copyright 2006 www.brainybetty.com

Homework Please read 3.1 ‘Scripted role-play’, songs and chant and echo drama part for next Friday. Read ‘the role of chunk’ and summarize functional and syntactic role of chunk within 1 page for next Wednesday