Abstract:

Using drama in foreign language teaching (FLT) has been in the focus of academic research since the advent of Communicative paradigm. Despite the on-going scholarly interest to this topic, most of the publications are devoted to the study of drama effect on FLT on the school level. However, with learner-centered approach university teachers are faced with the problem of engaging students into purposeful activity in concrete situations. Traditional methods of FLT focus on frontal teacher-centered instruction. With drama, the roles change towards student-centered activities. Applying language in real situations makes the process of foreign language learning (FLL) meaningful and emotional. That’s why drama is considered by methodologists as a useful tool that helps students understand a new language: from mere grammar structures and isolated words to profound and deep knowledge of a language.

Research in this field proves a number of advantages of using drama in FLT and FLL. Firstly, we consider drama as a powerful academic resource providing extra educational possibilities for students. It is valuable in improving students’ confidence, creativity, and, what is more, motivation in learning.

Another effect of educational drama is its influence on cognitive processes, when students are engaged in activities that involve generating ideas, their exchange and implementation. Furthermore, some studies find drama rather effective in teaching students how to manage interpersonal relationships. The reason is that communication is at the center of drama. Being an art, drama provides the basis for communication and mutual understanding in a number of new ways. Participation in drama activities requires self-control, organization and discipline that will serve students well in all aspects of their future life. Moreover, students are likely to acquire a number of new useful skills and competencies: working in a team, cooperation; listening; sharing, accepting opinions, etc.

Also, drama is considered as a unique technique to develop students’ emotional intelligence and needs. Drama activities can provide students with an outlet for emotions, thoughts, and dreams that they might not have other ways to express. A student can, if only for a few moments, become another, explore a new role, feel different emotions, try out and experiment with various personal choices and solutions to very real problems.

The research conducted by the authors of this article at South Ural State University (Chelyabinsk, Russia), prove that using drama in FFT and FFL is not only enjoyable both for students and teachers but provides effect on the results of foreign language acquisition. Language development activities used through drama are of different forms and kinds. They suppose creating a piece of theatre, storytelling, text work with acting-out, body language, role-play (exploring social problems, for ex.) and etc. Out-of-class drama activities that have already been tested at Foreign Language Dpt. of SUSU include a phonetic contest, mock trial (for law students), art and music parties, theatrical and folklore performances, etc.

Conducting drama activities is a skillful technique for FLT, so teachers should be aware of the appropriate methods and techniques for using drama.

Keywords:

Drama, foreign language teaching, students skills, competence.