Conclusions
After nearly 2 months (11 class-hours) of working with fifth level students applying drama activities in order to raise motivation and lower speaking anxiety, the following conclusions can be drawn:
Learning autonomy, Fluency and Self Confidence
Stevick (1976) talks about learners’ need to feel a sense of belonging and security, and also to invest something of their own personalities, and so enjoy a certain ‘self esteem’.
When learning a language, students are usually being told what to do. Sometimes, they are even treated as little children. While working with the students, I found out that they felt more comfortable during their speaking when the teacher was not interrupting in order to correct grammatical mistakes. Through drama activities, students learn how to make their own decisions, as speech freedom is at the top of the list. This sensation of feeling free without any control also helps students to improve fluency, according to the results from this research. This leads them towards learning autonomy, and therefore self confidence can be built up. This in turn means that students are not afraid of making errors and therefore speaking itself is enhanced. I believe if a teacher forces a student to speak, then he or she does not want to speak. The evidence from this project shows that stimulating students to speak through drama activities can develop in them a natural desire or willingness to speak. Results showed that students now, after applying 11 drama sessions of one hour each, were more certain about transmitting the message in speaking situations, as they were not getting controlled so much.
When learning a language, students are usually being told what to do. Sometimes, they are even treated as little children. While working with the students, I found out that they felt more comfortable during their speaking when the teacher was not interrupting in order to correct grammatical mistakes. Through drama activities, students learn how to make their own decisions, as speech freedom is at the top of the list. This sensation of feeling free without any control also helps students to improve fluency, according to the results from this research. This leads them towards learning autonomy, and therefore self confidence can be built up. This in turn means that students are not afraid of making errors and therefore speaking itself is enhanced. I believe if a teacher forces a student to speak, then he or she does not want to speak. The evidence from this project shows that stimulating students to speak through drama activities can develop in them a natural desire or willingness to speak. Results showed that students now, after applying 11 drama sessions of one hour each, were more certain about transmitting the message in speaking situations, as they were not getting controlled so much.
The teacher and student motivation
Another important conclusion drawn from the data collected is that students also feel comfortable when they feel the teachers’ trust and friendship, friendship in the sense of being helped by the teacher. Another important aspect for the teacher to achieve is to transmit “learning awareness” to the students, which means that students, in order to get more motivated, have to feel that learning is meaningful. Asking directions in a strange town, as in one of the activities, is a classic example. Only through a “comprehensible” message transmission or input will the student get to his/her destination. This kind of reward sensation makes an important impact on students’ motivation, and is much more valuable than getting a good grade. Besides that, the teacher’s job is to make students feel that they are capable of producing oral language, which helps them to start believing in themselves. In fact, motivation is the most important part, which can be seen as a base of learning. When a student is motivated to improve his oral speech, the chance that he/she will do so is very likely. After those drama sessions, all students were motivated and wanted to go on.
Constructive learning theory
Vygotsky’s social constructive learning theory applies as well after having analyzed the results of this project. Learning is socially constructed and therefore it is divided into several processes of a social nature. In this project, I let students think first (brainstorming), then I gave them time to prepare (rehearsal) their created role-play, and then they performed it in front of the others. After doing so for a while, students built up more confidence and therefore, I eliminated preparation time. In the end, improvisation was all that was necessary. Even making many grammatical errors, students learned how to react faster to transmit a comprehensible message. This, as a student mentioned in one of the video-recordings, got them more prepared for the outside world.
Cooperative learning and experience of success
Interesting data from OSE 2 was collected from one student, who mentioned that she was “stamped” by other students making fun of her oral performances, but the very same student confirmed in MS 2 that through these drama techniques, speaking performance increases, and therefore no more “making fun of each other” is going to occur.
This great “reward sensation” can only be archived through cooperative learning, where all students work towards the same goal, thus transmitting a message and being understood. Once this goal is reached, students feel very satisfied, realizing that everything they have applied from previous learning has worked out.
This kind of reward sensation, for example, being able to buy a concert ticket or having a discussion with their wives, made the students happy during the sessions. Students felt that all their sacrifice from class, all the theory, all their learning, had real meaning. Again, students built up more motivation and realized that it is the student that has to take action in order to learn.
Learn by doing, Self Monitoring and Grammar
According to students’ comments, for example “You learn when you practice.”, they give evidence of my teaching philosophy of using drama activities in class. Another comment from one student “Yes, because of watching the recordings [see blog] I could see my errors” confirms that through self-monitoring, students are able to see their errors. This raises learner awareness and therefore students are able to correct themselves later on. Of course, this has to be applied throughout a very long period of time in order to achieve good results.
Concluding this, I would say that students need to loosen up their tongues first. Of course, grammar is always an issue, but it should not be the basis of an English class. Step by step, students will learn how to polish their speech in terms of grammar correctness through self monitoring and, of course, through valuable input such as listening to authentic tape recordings or movies, but again, first, they have to feel free of anxiety, and here the teacher has to play a big part in order to make student real learning possible.
Creativity and Imagination
In "Finding your way 1" we can observe how an image can facilitate students’ imaginations in order to make the situation more real. As a result, students can find a natural way of defending themselves when it comes to speaking performance, which leads to speaking competence improvement. Thus, projecting real life-size images on the wall inside the classroom, almost like background scenery we use to observe in theatres, is an excellent way to enhance creativity and imagination among students, while acting out an authentic situation. This was confirmed by the official teacher of this class in one of her comments) In order to achieve the task, an immediate need is being generated, and students therefore become real actors simulating a real task by living the language.
Improvisation
Improvisation has to be developed through much practice, and was definitely not an easy task for every student throughout this research study. In OSE, it can be noticed that most of the students were afraid of improvising when it came to oral performance, and thought that they were going to get stuck while speaking. Nevertheless, according to the statements from Figure 18 of the MS 2, students were not that afraid anymore while improvising a role in authentic situations after several sessions. Finally, students got used to the technique, and it was very interesting to watch how especially the shyer students performed really well during the last role-plays. I think when applying improvisation in class, constancy and patience are very important issues to consider.
The classroom-environment
Evidence from students’ comments shows that when acting out dialogues, students just forget about being tired by getting involved in authentic scenes. I call this active relaxing in a low-stressed environment.
Speaking anxiety
According to the data collected in this research and its analysis, students’ speaking anxiety lowers when students are confronted with authentic situations which they have to act out. Speaking anxiety is generated through many inputs such as teachers’ authority, pressure on correct speaking, and personal factors such as shyness and embarrassment. All this can be improved when doing constructive drama activities in class.
Recommendations
Classroom materials
All students gave positive feedback on that part. According to the questionnaires, they even were demanding more video and sound perfection. But the problem is that PUCE does not provide any kind of video cameras. Therefore, I propose to PUCE an inventory of all teaching aids in order to monitor and observe student performances. This would really help them to gain more learning awareness and motivation. Video cameras could be easily installed on the ceiling.
Teachers often don’t have easy access to a projector in order to project life-size images on the classroom wall as well. Proposal: An alternative to a projector would be an overhead projector. It is also more practical as no laptop will be needed. The images including tasks and language input would have to be copied on transparencies before the class starts.
Individual differences
The results also showed that not all students responded 100 % positively to some acting scenes. Individual differences sometimes hinder oral production, so here my proposal is that the teacher has to be capable of recognizing the personality and speaking ability of individual students, and give them appropriate roles.
Speaking skill level
Different students’ speaking skill levels within one course can lead to complications. I remember one scene where one student with good oral skills was acting together with one student with lower oral skills. As some students mentioned different levels in their comments as a problem, I observed that this low self esteem student felt very insecure and undervalued and therefore speaking was hindered. This is very difficult to manage as a teacher. I would recommend (proposal) that the teacher should put homogenous students together, at least in the beginning of the class.
Shy students and habit formation
First, students needed a lot of time to prepare themselves to act; then, each time the preparation time was less and, in the end, students just improvised. No more being afraid of talking. Improvisation makes you talk!!! Due to this “learning evolution”, students were able to act out six scenes in the final session, in comparison to only two or three situations in the beginning of the research study.
Very shy students though still had problems with their introverted personalities. They couldn’t let go YET!!! So, it is a time problem. Nobody can improve that fast within a two- month project (11 hours total) when one is used to other methodologies. I recommend that even for very shy students using drama techniques, this can be a refreshing way to lose fear when speaking English under the condition of drama application over a long period of time. Only then can habits be formed, and therefore, successful output achieved.
Preparation and time
From my own experience, I would say this is the biggest problem. The easiest way is probably to act out already given dialogues from the student’s book. Nevertheless, after a while, I fell into the routine of preparing authentic-like situations for the students, and therefore, class preparation could occur a bit faster. However, as teachers are used to the students’ book, designed by competent linguists, they probably would not take the risk of applying those kinds of activities in their classes, so my proposal would be to send students twice a week to the “Drama Lab” where they could practice and improve their speaking skills. The teacher in charge would attend to the students of all kinds of levels. He or she would prepare all the possible situations according to the lessons for each group and each level, according to the teachers’ syllabus program. This would have a beneficial impact on the teacher and students. Students would get out of their routine twice a week by joining the “Drama Lab”, where fun and learning would take place. The teacher would have some time off in order to correct tests or prepare some classes.
Integration of drama activities into study program of PUCE
After two month of conducting this project with fifth level students at PUCE, the current teacher of this specific class asked me: “How can we as teachers integrate those drama activities in our teaching curriculum?” The problem is that the English Department designed study program is so tight that there is very little time left for speaking activities. So, my proposal would be to modify the curriculum of the English department of PUCE by adding a “Drama Lab” part to it. In this way, it would not be necessary for teachers to change their methodology and receive training in using drama activities, since the “Drama Lab” would be the responsibility of a teacher qualified to run it.
Native speakers
According to some students’ comments like “Through drama we are kind of getting prepared for real situations “, I would highly recommend to students to look for real interaction. Native speakers could be invited to join in the dramatizations. Therefore students could simulate a real situation having contact with native speakers. Apart from this whenever students can get in contact with a native speaker, let us say an exchange student, they should take advantage of this situation, thus trying to apply all simulated situations, just as they did in the drama class.
Final Comment
At this moment, I would like to conclude this chapter with an interesting quote:
Mc Donough (1995:30), states the importance of learner survival in the outside L2 world, and how too much emphasis has been put on measuring learners’ ability in the classroom:
“In the real world, learners need to act pragmatically
in order to survive linguistically, not simply learn to perform adequately
to pass some standard in a classroom situation. “
This can be simulated and practiced with drama and improvisational activities as a complementary part of the PUCE English program.
By doing drama exercises in class throughout a long period of time, transforming it into a habit, students will be prepared in order to survive in the outside world.
Bibliography
PUCE
Arroyo Perez, L. (1993) Drama Techniques and exercises for teaching spoken production
unpublished dissertation, PUCE, Quito, Ecuador
unpublished dissertation, PUCE, Quito, Ecuador
Cruz A. M. L. and C. Lucía Jarrín A. (1994) Discoursal outcomes in tasks, unpublished dissertation,
PUCE, Quito, Ecuador
PUCE, Quito, Ecuador
Stewart W. D. (2004) Drama in the ESL Classroom, unpublished dissertation, PUCE,
Quito, Ecuador
Quito, Ecuador
Urquiles, G., Lola, M. (2005) Motivating EFL Students through competitive games and
trivia activities, unpublished dissertation, PUCE, Quito, Ecuador
trivia activities, unpublished dissertation, PUCE, Quito, Ecuador
Aguinaga Iturralde, I. (2008) Estrategias para mejorar la motivación de los estudiantes en
el aprendizaje del inglés de la PUCE y diseño del material didáctico, unpublished
dissertation, PUCE, Quito, Ecuador
el aprendizaje del inglés de la PUCE y diseño del material didáctico, unpublished
dissertation, PUCE, Quito, Ecuador
BOOKS
Abercrombie, D. (1972) Problems and principles in language studies, Longman
Asher, J. J. (1977) Learning Another Language Through Actions, Pajaro Press
Bachman, L. (1990) Fundamental considerations in language testing, Oxford University Press
Batstone, R. (1994) Grammar, Oxford University Press
Batstone, R. (1994) Grammar, Oxford University Press
Bialystock, E. (1983) Some factors in the selection and implementation of communication
strategies, London: Longman
strategies, London: Longman
Boothe, D. (2000) Looking beyond the ESL label Accessed through Wilson Web on-line
Briton, D. M., Snow, M. A. & Wesche, M. B. (1989) Content-based second language
instruction, New York, NY: Newbury House
instruction, New York, NY: Newbury House
Brown, H. D. (2001) Teaching by principles: an interactive approach to language
pedagogy, San Francisco State University, Longman
pedagogy, San Francisco State University, Longman
Brown, H. D. (1994) Teaching by Principles, Prentice Hall Regents
Bygate, M. (1994) Speaking, Oxford University Press
Byrne, D. (1983) Cue cards, Harlow: Longman
Candlin, C. N (1987) Towards task-based language learning, Englewood Cliffs, NJ:
Prentice-Hall International
Prentice-Hall International
Carlson, S., & Maxa, S. (1998) Pedagogy applied to non-formal education , The Center
Celce-Murcia, M (2001) Teaching English as a second or foreign language , Boston:
Heinle & Heinle
Heinle & Heinle
Chomsky, N. (1966) Topics in the Theory of Generative Grammar, Moutan
Chomsky, N. (1965) Aspects of the Theory of Syntax, Cambridge: The MIT Press
Cohen, L. and Manion, L. (1989) Research methods in education, Routledge, London
Crookall, D. & Saunders D. (1989) Communication and simulation from two fields to one
theme, Clevedon, UK, Multilingual Matters
theme, Clevedon, UK, Multilingual Matters
Crookall, D., & Oxford, R. L. (1990) Simulation, gaming, and language learning, New
York: Newbury House
York: Newbury House
Deci, Edward L., Ryan, Richard M. (1985) Intrinsic motivation and self-determination in
human behavior, New York: Plenum
human behavior, New York: Plenum
Demirezen, M. (1989) Mentalistic theory and language learning, Hacettepe Üniversitesi
Egitim Fakültesi Dergisi
Egitim Fakültesi Dergisi
Di Pietro, R.J. (1987) Strategic interaction: Learning languages through scenarios,
Cambridge: Cambridge University Press
Cambridge: Cambridge University Press
Driscoll, M. P. (1994) Psychology of Learning for Instruction, Needham Heights, MA:
Allyn & Bacon
Allyn & Bacon
Dörnyei, Z. (2001) Teaching and researching motivation, Harlow: Longman
Dörnyei, Z. (2001) Motivational strategies in the language classroom, Cambridge:
Cambridge University Press.
Cambridge University Press.
Dörnyei, Z. (2003) Attitudes, orientations and motivations in language learning, Oxford:
Blackwell
Blackwell
Dougill, J. (1987) Drama Activities for Language Learning, Essential Language Teaching
Series
Series
Dulay, H., Burt, M. & Krashen, S. (1982) Language two, New York: Oxford University
Press
Press
Egbert, J and Simich-Dudgeon, C. (2001), Providing support for non-native learners
of English in the social studies classroom, Accessed through Wilson Web on-line
of English in the social studies classroom, Accessed through Wilson Web on-line
Ellis, R. (1994) The study of second language acquisition, Oxford: OUP
Ellis, R. (1985) Understanding second language acquisition, Oxford University Press
Finch, G. (2005) Key Concepts in Language and Linguistics, MacMillan, New York
Fosnot, C.T. (1996) Constructivism: theory, perspectives, and practice, Teachers College
Press
Press
Galloway, A. (1993) Communicative language teaching: An introduction and sample
activities, ERIC Digest (ED 357 642).
activities, ERIC Digest (ED 357 642).
Gardner, R. C. (1985) Social psychology and language learning: The role of attitudes and
motivation, London: Edward Arnold
motivation, London: Edward Arnold
Gardner, H. (1983) Frames of mind - The theory of multiple intelligences, New York:
Basic Books
Basic Books
Giles, H. (1991) Language: contexts and consequences, Open University Press
Gleitman, H. (1987) Basic Psychology, Norton
Glover, J. A., & Bruning, R. H. (1990) Educational Psychology: Principles and
Applications, Glenview, IL: Scott, Foresman & Co.
Applications, Glenview, IL: Scott, Foresman & Co.
Goffman, E. (1972) Encounters: Two Studies in the Sociology of Interaction, London:
Pinguin
Pinguin
Greenblat, C. (1988) Designing games and simulations: an illustrated handbook, Newbury
Park, CA: SAGE Publications
Park, CA: SAGE Publications
Halliday, M.A.K. (1975) Learning how to mean, London: Edward Arnold
Harmer, J. (2001) The practice of English language teaching, Longman
Hilgard, E., Atkinson, J., & Atkinson, L (1971) Introduction to psychology , New York:
Harcourt, Brace, & World
Harcourt, Brace, & World
Holden, S. (1981) Drama in language teaching, Longman
Horner, D., & McGinley, K. (1990) Running simulation/games: A step-by-step guide
New York: Newbury House Publishers
New York: Newbury House Publishers
Hymes, D.H. (1971) On communicative competence , Philadelphia: University of
Pennsylvania Press
Pennsylvania Press
Johnson, D., R. Johnson, and E. Holubec (1994) Cooperative Learning in the classroom,
Association for Supervision and Curriculum Development
Association for Supervision and Curriculum Development
Jones, K. (1982) Simulations in Language Teaching, Cambridge University Press
Knowles, M. S., Holton, E. F., & Swanson, R. A. (1998) The adult learner: The definitive
classic in adult education and human resource development (5th ed.), Woburn, MA:
Butterworth-Heinemann
classic in adult education and human resource development (5th ed.), Woburn, MA:
Butterworth-Heinemann
Kramsch, C. (1993) Context and Culture in Language Teaching, Oxford: Oxford
University Press
University Press
Krashen, S.D. (1981) Second Language Acquisition and Second Language Learning
Oxford: Pergamon
Oxford: Pergamon
Krashen, S.D. and Terrell, T.D. (1983) The Natural Approach, New York: Pergamon
Ladousse, G.P. (1987) Role Play, Oxford: Oxford University Press
Lambert, A. & O'Neill, C. (1982) Drama Structures, London: Hutchinson
Lambert, C. (2004) Reverse-engineering Communication Tasks, Oxford: Oxford University
Press
Press
Larsen-Freeman, D. (1986) Techniques and principles in language teaching, Oxford:
Oxford University Press
Oxford University Press
Lebow, D. (1993) Constructivist values for systems design: five principles toward a new
mindset, Educational Technology Research and Development, 41, 4-16.
mindset, Educational Technology Research and Development, 41, 4-16.
Livingstone, C. (1983) Role play in language learning, Harlow: Longman
Long, M. H. (1996) The role of the linguistic environment in second language acquisition,
In Ritchie, W. C., & Bahtia, T. K
In Ritchie, W. C., & Bahtia, T. K
Maley, A. and Duff, A. (1978) Drama techniques in language learning, Cambridge
University Press
University Press
Maley, A. and Duff, A. (2005) Drama Techniques: A resource book of communication
activities for language teachers, Cambridge University Press
activities for language teachers, Cambridge University Press
McArthur, T (1983) A foundation course for language teachers, Cambridge University
Press
Press
MacIntyre, P.D.,& Gardner, R.C (1994) The effects of induced anxiety on three stages of
cognitive processing in computerized vocabulary learning, Studies in Second
Language Acquisition
cognitive processing in computerized vocabulary learning, Studies in Second
Language Acquisition
McCarthy, M. (1991) Discourse Analysis for Language Teachers, Cambridge University
Press
Press
Merriam, S. B., & Caffarella, R. S. (1999) Learning in adulthood: A comprehensive guide,
San Francisco: Josey-Bass
San Francisco: Josey-Bass
Milroy, E. (1982) Role-play: A practical guide, Scotland: Aberdeen University Press
Matwiejczuk, K. (1997) Role Play Theory & Practice, London: Sage
Noels, K. A., Pelletier, L. G., Clement, R., & Vallerand, R. J. (2003) Why are you learning
a second language?, Motivational orientations and self-determination theory,
Language Learning 50, 57-85.
a second language?, Motivational orientations and self-determination theory,
Language Learning 50, 57-85.
Nunan, D. (1989) Designing Tasks for the Communicative Classroom, New York:
Cambridge University Press
Cambridge University Press
Nunan, D. (1991) Language teaching methodology: A textbook for teachers, London:
Prentice Hall
Prentice Hall
Olson, R.E.W-B, & Kagan, S. (1992) About Cooperative Learning, Kessler, C.
Orellana, M. (1997) La traducción del Inglés al Castellano, Santiago de chile, Universitaria
Oxford, R.L. & Shearin, J. (1996) Language learning motivation in a new key, Honolulu:
University of Hawaii Press
University of Hawaii Press
Oxford, R.L. (1990) Language Learning Strategies: What Every Teacher Should Know,
Boston: Heinle & Heinle
Boston: Heinle & Heinle
Paley, Vivian Gussin (1988) Mollie Is Three: Growing Up in School, University Press of
Chicago
Chicago
Philips ,S. C. (2003) Drama with children, Oxford: Oxford University Press
Prator, C.H. and Celce-Murcia, M. (1979) An outline of language teaching approaches,
New York: Newbury House
New York: Newbury House
Ramos, T. (1985) Conversational Tagalog: a functional-situational approach, University
of Hawaii Press, Honolulo
of Hawaii Press, Honolulo
Richards & Schmidt (2002) Dictionary of Language Teaching & Applied Linguistics,
Longman
Longman
Richards & Rodgers (1992) Approaches and Methods in Language Teaching
Cambridge University Press
Cambridge University Press
Richards & Rodgers (2001) Approaches and Methods in Language Teaching
Cambridge University Press
Cambridge University Press
Richards & Rodgers (1986) Approaches and Methods in Language Teaching
Cambridge University Press
Cambridge University Press
Savingnon, S. (1983) Communicative Competence, London: Addison-Wesley
Savery, J. R., & Duffy, T. M. (2001) Problem based learning: An instructional model and
its constructivist framework, Indiana University
its constructivist framework, Indiana University
Scarcella, R. & Crookall, D. (1990) Simulation/gaming and language acquisition,
New York: Newbury House
New York: Newbury House
Sciartilli, G. (1983) Canovaccio: cue cards for role-playing, Harlow: Longman
Scrivener, J. (2005) Learning Teaching, Macmillan Books for Teachers
Shehadeh, A. (2005) Task-based language learning and teaching: Theories and
applications New York, NY: Palgrave Macmillan
applications New York, NY: Palgrave Macmillan
Skehan, P. (1994) Second Language Acquisition Strategies, Interlanguage Development
and Task-Based Learning, Prentice Hall
and Task-Based Learning, Prentice Hall
Sharrock, W. W., & Watson, D. R. (1985) Reality construction in L2 simulations, Oxford:
Pergamon
Pergamon
Shaw, M.E., Corsini, R.J., Blake, R.R., & Mouton, J.S. (1980) Role playing: A practical
manual for group facilitators, San Diego, CA: University Associates, Inc.
manual for group facilitators, San Diego, CA: University Associates, Inc.
Swain, M. (1995) Three functions of output in second language learning, Oxford: Oxford
University Press
University Press
Thornbury, S. (2001), Uncovering Grammar, Heinemann
Ur, Penny (1996) A Course in Language Teaching, Cambridge University Press
Van Ments, M. (1999) The effective use of role-play, London: Kogan
Vygotsky, L.S., Cole, M. (1978) Mind in society: the development of higher psychological
processes, Harvard University Press Cambridge, Massachussets and London, England
processes, Harvard University Press Cambridge, Massachussets and London, England
Vygotsky, L. S. (1962) Thought and language, Cambridge, MA: MIT Press.
Wagner, B.J. (2002) Understanding drama-based education, in Gerd Brauer - Body and
Language Westport: Ablex Publishing
Language Westport: Ablex Publishing
Wertsch, J.V. (1985) Cultural, Communication, and Cognition: Vygotskian Perspectives,
Cambridge University Press
Cambridge University Press
Williams, M.; Burden, R. (1997) Psychology for language teachers, Cambridge University
Press
Press
Willis, D. (1990) The lexical Syllabus, London: Collins ELT
JOURNALS
Canale, M. & Swain, M. (1980) Theoretical Bases of communicative approaches to second
Language Teaching and Testing, Applied Linguistics, 1, 1-47
Language Teaching and Testing, Applied Linguistics, 1, 1-47
Fleming, M. (2006) Drama and language teaching: The relevance of Wittgenstein's
concept of language games, Humanizing language teaching Magazine, issue 4
concept of language games, Humanizing language teaching Magazine, issue 4
Gardner, R., P. Tremblay and A-M. Masgoret (1997) Towards a full model of second
language learning: an empirical investigation, The Modern Language Journal, 81,
(iii): 344-362.
language learning: an empirical investigation, The Modern Language Journal, 81,
(iii): 344-362.
Gardner, R.C. & Lambert, W.E. (1959) Motivational Variables in Second Language
Acquisition, Canadian Journal of Psychology, 13, 266-272
Acquisition, Canadian Journal of Psychology, 13, 266-272
Lin, W. S. (2004) The theory and practice of “literature group”, Journal of Education
Research, 126, 33-44
Research, 126, 33-44
Richards, J. (1985) Conversational competence through roleplay, RELC Journal
Tarone, E. (1977) Conscious communication strategies in interlanguage: A progress
report, Washington, DC: TESOL '77. 194-203
report, Washington, DC: TESOL '77. 194-203
Tremblay, P. F., Goldberg, M. P., & Gardner, R. C. (1995) Trait and state motivation and
the acquisition of Hebrew vocabulary, Canadian Journal of Behavioural Science,
27(3), 356-370.
the acquisition of Hebrew vocabulary, Canadian Journal of Behavioural Science,
27(3), 356-370.
Young, D. J. (1991) Creating a low-anxiety classroom environment, The Modern Language
Journal
Journal
ONLINE - JOURNALS
Snarski, M. (2007) Using replacement performance role-plays in the Language Classroom,
English Teaching Forum, Consultation: 10/2010
English Teaching Forum, Consultation: 10/2010
http://exchanges.state.gov/englishteaching/forum/archives/docs/07-45-4-b.pdf
Tompkins, P.K. (1998) Role Playing/Simulation, The Internet TESL Journal, Vol. IV, No.8
http://iteslj.org/Techniques/Tompkins-RolePlaying.html Consultation: 10/2010
Tompkins, P.K. (1998) Role Playing/Simulation, The Internet TESL Journal, Vol. IV, No.8
http://iteslj.org/Techniques/Tompkins-RolePlaying.html Consultation: 10/2010
Ulas, A. H. (2008) Effects of Creative Educational Drama, American Journal of Applied
Sciences 5 (7), Ataturk Universty, Turkey, Consultation: 11/2010
Sciences 5 (7), Ataturk Universty, Turkey, Consultation: 11/2010
Venugopal, S. (1986) The use of drama in ELT: A perspective, The English Teacher
Journal, http://www.melta.org.my/ET/1990/main8.html Consultation: 11/2010
Journal, http://www.melta.org.my/ET/1990/main8.html Consultation: 11/2010
Wang, C. J. (2006) Designing Communicative Tasks for College English Courses School of
Foreign Languages and Literature, Chongqing Normal University & Yangtze
Normal University China, Consultation: 11/2010
Foreign Languages and Literature, Chongqing Normal University & Yangtze
Normal University China, Consultation: 11/2010
Zhang, Y. (2009) Reading to speak –Integrating oral communication skills English,
Teaching Forum, Consultation: 11/2010
Teaching Forum, Consultation: 11/2010
INTERNET ARTICLES
Al-Noori, B.M. (2009) Communicative Language Teaching Method,
http://www.yementimes.com/DefaultDET.aspx?i=665&p=education&a=2
Consultation: 10/2010
http://www.yementimes.com/DefaultDET.aspx?i=665&p=education&a=2
Consultation: 10/2010
Birckmayer, J. (2005) Dramatic Play "I'll be the Mommy and you be the dog...”
http://www.betterkidcare.psu.edu/UnitsWeb/DramaticPlay/DramaPlay2.html
Consultation: 11/2010
http://www.betterkidcare.psu.edu/UnitsWeb/DramaticPlay/DramaPlay2.html
Consultation: 11/2010
Chesney-Green, G. (2002) Multiple Intelligences in Drama ,
http://drama-education.com/resources/toc.htm Consultation: 10/2010
http://drama-education.com/resources/toc.htm Consultation: 10/2010
Chiasson, P. E. (2002) Humor in TEYL - Reducing Classroom Anxiety
http://www.teyl.org/article2.html Consultation: 10/2010
Davis, J. (2009) Drama in the ESL Classroom
Doughty, C.J. and Long, M.H. (2003) Optimal psycholinguistic environments for distance foreign
language learning, Consultation: 11/2010
Ellyatt, W. (2005) Play, Playfulness, Learning and Life, Consultation: 11/2010
http://www.deepfun.com/2005/05/play-playfulness-learning-and-life.html
Guida,M. (1995) Creating Theater in the ESL Classroom
http://www.njcu.edu/cill/vol3/guida.html Consultation: 11/2010
Hayton, T. (2009) Simulated immersion, Consultation: 11/2010
Kiraly, D (2005/06) Aprender idiomas naturalmente, Consultation: 11/2010
Livingston, D. (2010) The Impact of Piaget's Learning Theory on Adult Education
http://factoidz.com/the-impact-of-piagets-learning-theory-on-adult-education/
Consultation: 10/2010
http://factoidz.com/the-impact-of-piagets-learning-theory-on-adult-education/
Consultation: 10/2010
Liu, M.CH. (2006) Memorization and Improvisation: A Comparison of Two Strategies in
the oral Acquisition of English as a Second Language, Consultation: 10/2010
the oral Acquisition of English as a Second Language, Consultation: 10/2010
Lynch, L. (2010) Add Drama to an EFL Class,
http://www.eslbase.com/articles/drama / Consultation: 10/2010
http://www.eslbase.com/articles/drama / Consultation: 10/2010
Nakagawa, K. (2000) Teaching Speaking: From Accuracy vs. Fluency to Accuracy plus
Fluency http://www.geocities.co.jp/CollegeLife/9546/papers/paper2.htm
Fluency http://www.geocities.co.jp/CollegeLife/9546/papers/paper2.htm
Consultation: 10/2010
Online Educational Glossary (2010) Communicative Competence
http://www.education.com/definition/communicative-competence-languages/
Consultation: 10/2010
Consultation: 10/2010
Pintrich, P. & Schunk, D. (1996) The Role of Expectancy and Self-Efficacy Beliefs
http://www.des.emory.edu/mfp/PS.html / Consultation: 11/2010
http://www.des.emory.edu/mfp/PS.html / Consultation: 11/2010
Puchta, H. (2007) Developing young learners speaking skills
http://www.herbertpuchta.com/page/handouts/ETAS_Conference_2007/PARROTS_ETAS.pdf Consultation: 10/2010
http://www.herbertpuchta.com/page/handouts/ETAS_Conference_2007/PARROTS_ETAS.pdf Consultation: 10/2010
Smith, S. (2009) Using Drama as a Resource for Giving Language More Meaning
http://www.developingteachers.com/articles_tchtraining/drama1_sam.htm
Consultation: 10/2010
http://www.developingteachers.com/articles_tchtraining/drama1_sam.htm
Consultation: 10/2010
Zyoud, M. (2010) Using Drama Activities and Techniques to Foster Teaching English as a
Foreign Language: a Theoretical Perspective.
Foreign Language: a Theoretical Perspective.
http://www.qou.edu/english/conferences/firstNationalConference/pdfFiles/muntherZyoud.pdf
Consultation: 10/2010
Consultation: 10/2010
