JULY 2024 SEMESTER

SCHOOL OF EDUCATION & HUMANITIES

BACHELOR OF EDUCATION (HONS)

(SECTION 1)

COURSE :

​ EEAL3183-01-2407-UNIRAZAK

Drama and Theatre in Language Teaching (1)

TITLE :
Assignment 1 - Individual Written Assignment

LECTURER :
NURUL ATIKAH BINTI MD AZHAR

NO NAME MATRIC NO.

1. Thiiban Raaj A/L Suresh Kumar B23701046

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 Drama pedagogy has shown to be a potent instrument for improving language learning

encounters in the framework of Drama and Theatre in Language Teaching (1). Beyond

conventional teaching techniques, theatre and drama are used in language education to give

pupils an immersive and engaging language-learning experience. Using drama as a teaching tool

gives students the opportunity to read authentic text that provides language in context and to take

part in performances that promote language usage in a creative and encouraging setting. The

importance of employing drama in the language classroom as a performance technique and as an

authentic text will be examined in this assignment, as it is covered in the journal article "Drama

Pedagogy in Foreign Language Learning" by Bora (2022).

For language learners, using drama and theatre as authentic literature in the classroom has

substantial pedagogical benefits. Plays are examples of authentic literature that are regarded as

authentic, offering a wealth of cultural allusions and background information. Since these texts

are meant to be presented on stage rather than be used specifically for language instruction, they

are naturally more similar to authentic speech. By interacting with these writings, students are

introduced to a variety of vocabulary and grammatical constructions in a context that makes

sense, encouraging them to analyse and comprehend the language.

On the contrary, a distinctive and engaging educational experience that goes beyond the

simple study of texts is provided by drama as performance. Students become intricately involved

in both the physical and emotional aspects of creating a play, which improves their language

proficiency in a realistic and engaging way. Continuous conversation and engagement in the

target language is encouraged during the performance preparation phase, which includes textual

study, vocal and physical training, and rehearsals. This leads to increased fluency and accuracy.

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 Though drama is used as a tool for learning a language in both methods, the activities'

focus and level of engagement differ. The authentic text approach is more analytical,

concentrating on the linguistic patterns and literary devices that are present in the texts of the

plays. It promotes, by debate and interpretation, a thorough understanding of the language and

culture. The performance-based method, on the other hand, emphasises the practical application

of language abilities through acting and theatrical production, and it is more experiential. It gives

students the chance to utilise the language in engaging and realistic situations, which can

improve their fluency and self-assurance while speaking the target language.

In my opinion, using drama as a performance is more effective in teaching English as a

second language. I have researched 3 different articles to support my opinion. Firstly, teaching

drama as a performance encourages collaboration and social interaction among students. Due to

the collaborative nature of theatre, students are encouraged to learn from and support one

another's improvement through peer learning. Furthermore, the social component of theatre

reflects language use in real life, where speaking is frequently a team effort. Through theatre,

students learn how to collaborate as a team, negotiate meaning, and encourage one another as

they pursue their language learning goals. According to Davies, P. (1990), students typically

role-play fictitious characters in made-up scenarios.A framework for the role-play is provided

via open-ended dialogues, and students are allowed to choose how to expand on the dialogues. In

addition to providing language and communication practice, spontaneous improvisation allows

students to expand their emotional range by allowing them to perform parts that are outside of

their comfort zones.

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 Besides that, using drama as a performance is more effective because it helps to boost

confidence and reduce language anxiety in students. The fear of making mistakes, which can

cause hesitation while speaking, is one of the biggest obstacles to language acquisition. Drama as

a performance lowers this emotive filter by fostering a community in which errors are accepted

as a necessary part of learning. Students gain confidence by performing in front of their

classmates, which lowers their fear and encourages them to try out new language and sentence

patterns. According to Holman (2022), in addition to the inherent safety of the classroom, pupils

feel safety in numbers while working as a performance ensemble and might find security in a

role. It's easy to feel safe when the words and personalities presented aren't your own. There is

less chance of being laughed at after making a mistake, especially if everyone in the class is in

the same situation. As students feel more comfortable speaking in a performance context, their

confidence typically spreads to other areas of language usage, resulting in increased speaking

abilities overall.

Lastly, using drama as a performance is more effective in teaching English as a second

language because it has active engagement and real life communication. Drama as a performance

needs students to actively engage and utilise language in real time, simulating real-life

conversation. According to Bessadet (2022), improvisation emphasises thoughts and feelings, as

learners build individuals and connections by playing out scenarios using voice and movement,

but without a previous plan. Unlike traditional approaches that emphasise rote learning and

passive reception, theatre encourages pupils to use language skills in dynamic, spontaneous

encounters. This active involvement strengthens linguistic ideas and enhances fluency because

students must think on their feet and respond to stimuli, much like in ordinary interactions.

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 In conclusion, theatre as a performance is more successful in teaching English as a second

language than theatre as an accurate text, even if both are beneficial. It encourages students to

actively participate, builds their self-esteem, and facilitates real-world communication. Students

may apply language skills in dynamic and supportive situations because of the immersive and

collaborative character of performance, which also dramatically improves fluency and reduces

language anxiety. However, play as a real text exposes students to contextualised language and

cultural allusions, which enhances their analytical comprehension of the language. Drama, as a

performance, is more effective in helping second language learners develop their communicative

competence and confidence because of its immersive and participatory elements.

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Reference

Bora, S. F. (2022). Drama pedagogy in foreign language learning: investigating the impact of

theatre texts and theatre performance on L2 speaking accuracy and complexity. Research in

Drama Education the Journal of Applied Theatre and Performance, 27(4), 507–523.

https://doi.org/10.1080/13569783.2021.2019578

Davies, P. (1990). The Use of Drama in English Language Teaching. TESL Canada Journal, 8,

87-99. https://doi.org/10.18806/TESL.V8I1.581.

Holman, C. (2022). Theatre as a Means for Teaching a Second Language. GATESOL Journal.

https://doi.org/10.52242/gatesol.163.

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Bessadet, L. (2022). Drama-Based Approach in English Language Teaching. SSRN Electronic

Journal. https://doi.org/10.2139/ssrn.4086137.