1. The UK’s European university Humanising EAP grammar teaching through drama and song Jonathan Fitchett and Rebecca Coleman

2. ‘no one knows exactly why songs are powerful, but everyone knows from a personal point they are’: they are a non-threatening and satisfying art form, with the ability to affect our emotions (Griffee, 1992, p.4). Footer text Page 2

3. Emotional memory journey motivate, drive and foster community attract learners’ attention to grammar and lexis. appeal to learners audibly, visually and emotionally, stressing both its’ effective and affective qualities. ‘emotional memory journeys’ (Coleman 2014, p. 66), are created, allowing learners to richly process form and meaning and store lyrical content alongside positive episodic memories. Footer text Page 3

4. Humanising grammar Thornbury (2006:26) points out grammar presentations which are not retained by the students will not be effective Mumford (2008) suggests that there can be 2 ways to make grammar both memorable and humanised: logically (creating affective contexts that can be dramatised and/or reflect personal responses) creatively (taking the grammar out of context to play with it i.e. in puns, rhymes and songs) Footer text Page 4

5. We propose doing this by combining an awareness raising of form (through the creative use of song) with the focus on meaning (through drama) The result is a “focus on meaningful form” (Liu, 2002) The Emotional Memory Journey (Coleman 2014) What can constitute ‘drama’ in EAP grammar teaching? Even (2011) states there is “a necessity for postmethod approaches to grammar teaching and learning” Footer text” Page 5

6. Bibliography Coleman, R. (2014) Exploratory Practice: Researching the impact of songs on EFL learners’ verbal memory. Journal of Second Language Teaching and Research. 3 (1) pp.53-70 Even, S. (2011) Drama grammar: towards a performative postmethod pedagogy, The Language Learning Journal, 39 (3), 299-312. Kao, S. and O’Neill, C. (1998) Words into Worlds: Learning a second Language through Process Drama. Stanford: Ablex Publishing. Liu, J. (2002) ‘Process Drama in Second and Foreign- Language Classrooms’. In G. Bräuer (2002) Body and Language: Intercultural Learning Through Drama, Westport: Greenwood. Mumford, S. (2005) Making Grammar Memorable. Humanising Language Teaching. Available at http://www.hltmag.co.uk/dec08/mart03.htm#C7 [Accessed 11/4/2015.] http://www.hltmag.co.uk/dec08/mart03.htm#C7 Stinson, M. and Winston, J. (2011) Drama education and second language learning: a growing field of practice and research. Research in Drama education: the Journal of Applied Theatre and Performance, 16 (4), 479-488. Thornbury, S. (2006) How to Teach Grammar. Longman Footer text Page 6

7. THE UK’S EUROPEAN UNIVERSITY www.kent.ac.uk