Interpretation and response tasks /questions: What's the message from the author? Drama Activities for Language Learning. Language, Discourse and Literature, Routledge Soyinka, W, 1984. Use of text can be one of the more in-depth and sophisticated drama activities. OUP Carter, R and Long, MN, 1987. University of Hong Oxford: Blackwell Wessels, Charlyn, 1987. What? Physical Fitness Movement in drama improves flexibility, coordination Drama games and creative movement improve self-control. This could be overcome by simplifying them, often leading to a loss of 'literariness' - leading to criticism that the texts became pale imitations of the original writing. Writing diary entries, i.e., being able to express personal
In this article, I try to define what I mean by language learning through drama/theatre texts, outline some of the benefits it can bring to the language learning classroom and some of the differing methods and approaches that can be utilised to fully exploit the potential of drama and theatre texts. Pergamon Press Searle, J R, 1969. The University of Hong Kong Libraries, University of Hong Kong, Process drama in the teaching and learning of the Chinese language in a secondary school in Singapore (a case study) = "Guo cheng xi ju" cu jin Xinjiapo zhong xue Hua wen jiao yu xue (ge an yan jiu), The University of Hong Kong (Pokfulam, Hong Kong), Due to its multi-cultural and multi-lingual background, Singapore has developed a complex language environment. When? The Web of words: exploring literature through language. London: Longman, Maley, A. . 新加坡有多元語言環境。教育部推行雙語政策，但學校的主要媒介是英語，華語只在華文課使用。近二十年，家庭用語大幅度改變成英語。學生使用華語的環境減少。教育部的調查顯示，學生認為華文難學，缺乏學習興趣。
Communication in the
(Extended critical analysis of text). Dissertation (M. Ed) ‐‐ St. Patrick's College, 2000. London: David
Trust The social interaction and risk taking in drama develop trust in self, others, and the process. First of all, it's authentic. English Literature and English Language. Classroom. In the type "a" approach, language is separated into its phonological, lexical components etc and disseminating strategies then adopted. How did you feel as the character? ELT Journal 40: 125 - 30 Jones, A (ed), 1999. (Thesis). How To Do Things With Words Harvard University Press Bakhtin, M M. 1981. The while listening/reading task involves the learner having a task to fulfil based on his/her reading, such as finding out a piece of information from the text. Tasks inserted into the text such as one where learners complete the task using their own ideas. University of Hong Kong, Pokfulam, Hong Kong SAR. Inter-cultural Perspective: Approaches through Drama and
Classroom Skills in English Teaching: A
Learning interests remain minimal. Text attack questions require the learner to realise certain meanings in the text and the way they are achieved in the language use. MA in Applied Linguistics, St Mary's College, Surrey University Gower, R, 1996. by the use of 'creative tension' (situations requiring urgent solutions); by putting more responsibility on the learner, as opposed to the teacher.' Before starting to analyse why and how drama can be used in a language classroom, let us 2.2 Collie and Slater (1987) focused on the positive contributions language learning through literature could make in that literary texts constituted valuable authentic material as it exposes the learner to different registers, types of language use. Blatchford, Roy [Ed] (1986). 1 Process drama: Its effect on self‐esteem and inclusion of primary Fifth Class boys and girls. Self-Appraisal Framework. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. London: Macmillan, Fleming, Michael (1994). Using Drama in the Classroom. This study has significant contributions for the academic and language education fields. Can stylistic analysis help the EFL learner read literature? Wong, P. [黃佩敏]. Why use drama / theatre texts in the language classroom? Clevedon, UK:Multilingual Matters. University of Texas Press: Austin, TX, Belcher, D and Hirvela, A. 2. University of Texas Press: Austin, TX, Bakhtin, M M. 1986. 有關新加坡過程戲劇教學的實證性研究缺乏。本研究的目的是探討過程戲劇的運作系統、功能與特質，以提升學生的學習興趣，促進華文教學。
It can overcome the students' resistance to learning the new language: And drama can create in students a need to learn the language: Drama provides cultural and language enrichment by revealing insights into the target culture and presenting language contexts that make items memorable by placing them in a realistic social and physical context. Etc. For the language education field, Process Drama is proven its ability to enhance the integrated learning of language. Much more emphasis was placed upon, for example, the inductive method of learning through 'experiencing' and applying the learner's experience to the text through encouraging comment, responses and expression based on the text or its theme/topic. Learning activities using drama / theatre texts From a task point of view the learner is faced with several levels of achievement / ability that the teacher can use as a basis for designing multi-level activities for students: Classroom method Below, I outline the stages of a type "b" approach to introducing a drama/theatre text to a class of EFL learners. Process drama in the teaching and learning of the Chinese language in a secondary school in Singapore (a case study) = "Guo cheng xi ju" cu jin Xinjiapo zhong xue Hua wen jiao yu xue (ge an yan jiu). Findings from participation observation and video recordings of lessons have shown that Process Drama has provided a comprehensive space of learning, to develop the integrated language skills in students, including listening, speech, reading, writing and thinking skills. Speech Genre and Other Late Essays. The theme/topic-based syllabus is often seen as more relevant to language learning. How is that expressed through the language? Discourse Analysis and Drama in Carter, R and Simpson, P, 1989. It involves little or no stylistic analysis. The "a" type analytical approach to drama / theatre texts, The "b" type experiential approach to drama / theatre texts, Learning activities using drama / theatre texts, Adapting materials for different age groups, Adapting materials for mixed ability classes, Anna Whitcher and Kieran Donaghy: Image makers in the future of ELT, Bringing the outside in – choosing supplementary resources for the classroom, Cuisenaire rods in the language classroom, Education exchange: Schools reopening - pupil well-being, Take a survey on teaching speaking in online environments, The "a" type analytical approach to drama / theatre texts, The "b" type experiential approach to drama / theatre texts, by making the learning of the new language an enjoyable experience, by setting realistic targets for the students to aim for, by creative 'slowing down' of real experience, by linking the language-learning experience with the student's own experience of life. The "b" type experiential approach to drama / theatre texts White (1988) identified a second (the type "b") approach. 1988, The ELT Curriculum: Design, Innovation and Management. Here, language was not seen as object but as a tool. A literary text exemplifying these structures was then selected and used in order to practise or raise the learner's consciousness of it. drama is a fairly recent teaching strategy, more and more teachers are beginning to discover the increased capacity and benefits of drama to motivate, enable valuable learning and create more motivated engagement with learners in the Gower (1996) commented how he felt more focus on form meant students understood less of what was going on. The author retains all proprietary rights, (such as patent rights) and the right to use in future works. This study will be able to provide help in handling the challenges faced in the context of teaching and learning of Chinese in Singapore, through an innovative and effective pedagogy of Process Drama. Austin, JL, 1962. character. Comprehension questions such as: Who? For both the school and home, the environment for usage of Chinese language has shrunk, according to the statistics shown in the Mother Tongue Review Report in 2010 conducted by MOE. 3. enacting the text), Answering the question: "does it work as literature?" Literature in the Language Classroom. It also creates an interactive language environment, which is authentic as well as suitable for all students of diversified language abilities. Process drama in the teaching and learning of the Chinese language in a secondary school in Singapore (a case study) = "Guo cheng xi ju" cu jin Xinjiapo zhong xue Hua wen jiao yu xue (ge an yan jiu). 2000 Language Power and Pedagogy: Bilingual Children in the Crossfire. What general meanings can we infer from the antagonists' statements / actions? Performing the body: performing the text. Why use drama / theatre texts in the language classroom? (Thesis). Speech Acts: An essay in the philosophy of language CUP Short, M, 1989. 是次研究具有重要的貢獻。學術方面，建立了華文過程戲劇的理論框架和教學流程設計。語文教育方面，過程戲劇能夠有效提升學生的語文綜合能力，同時為不同語文能力學生創設語言互動的環境，有助照顧學生能力差異。本研究為新加坡華文教學提供了創新及有效的教學方法，有助解決華文教學難題。. the Secondary School: A companion to School Experience. London: Hutchinson, Byram, M & Fleming, M [Eds] (1998). Process Drama has also offered multi-dimensional interactions between teachers and students, both in-role and out-of-role. London: CUP, O' Neill, C. & Lambert, A (1982). Language Learning in
'Literature in ELT Lecture Series'. The process involves linking standard approaches in drama/theatre to approaches suitable for the classroom. Tel: 3921 2909 The lack of suitable texts in the traditional body of literature, in my view opens the door for the inclusion of drama in language learning curricula as it tends to use much more naturalistic language than in poems and novels. Vygotsky, LS.1987 Thinking and speech. Students have indicated they take pleasure in active participation during Process Drama lessons. London: Routledge, Wessels, Charlyn (1987). They are able to relate their life experiences with the learning settings of drama and thereby construct their learning. Drama Teaching in Language
remark, drama does not refer only to the product, the performance, but also to the entire process of language learning (Phillips, 2003). The Dialogical Imagination: Four Essays. Response calls for the learner to express an opinion or feeling and to often say why they feel this or have this opinion. For the academic field, this research has developed both a theoretical framework and a design of teaching processes for Process Drama in Chinese Language learning, which can be considered an innovation in language education. Pictures, the book cover, prompt questions, learners' own memorabilia etc are used. This is a single-case qualitative study, with two classes of students from the Secondary Two Express level in Singapore. & Dawson, J (1998). Starting Drama Teaching. © BBC World Service, Bush House, Strand, London WC2B 4PH, UK. Stage 1 Standard methods in the type "b" approach involve warmer activities to get the learner to anticipate what they're going to meet in the language in the text using guessing, pre-discussion, pictures. Warmers, drama games, role-plays, individual and group improvisation can all be used to support higher-level drama activities such as performing the text in the classroom. Students have found it difficult to learn Chinese Language. Speech Acts: An essay in the philosophy of language CUP Short, M, 1989. Practical Handlook for Teachers. Cambridge University Press. Retrieved from http://dx.doi.org/10.5353/th_b5793618. Drama and language But instead of lingering over the 'why-not' of drama, let's look at the 'why', and, in particular, why we should use drama for teaching English. 4. Differing approaches need to be incorporated in language teaching/learning for their relative merits. Fulton, Johnson, K. & Morrow K. [Ed] (1981). Formative assessment of learning is commonly associated with including students in the learning process. The idea is that the pre-reading/listening stage will sensitise the learner to the language and concepts to be encountered and engage prior knowledge and experience. (Wessel: 53-54), Identifying the story, characters, plot (achievable at beginner level), Identifying the author's / characters' viewpoint, attitude or opinion, Understanding the work in relation to its socio-cultural and historical-political context, Giving a personal / creative response (e.g. Process Drama emphasizes on interaction and participation, with ample studies proving it a useful platform for language learning, and providing authentic settings for language usage in the classroom. Drama Structures: A
Using drama enables children to use Drama Techniques in Language Learning CUP McRae, J, 1985. It also involves learners more positively and actively in the text. 2 INTRODUCTION “The self and society are twin born . Ellis, Rod Feb 2000. London: CUP, Davison, J. From the interviews, students have indicated that Process Drama helps them create an authentic language setting, to develop in-depth studies of lesson topics affectively and rationally. 研究結果顯示過程戲劇提供了全面培養學生各種語文綜合能力的學習空間，包括聆聽、口語、閱讀、書寫、以及各項思維能力。過程戲劇為華文課堂建立真實的語言環境，能有效地從感性及理性層面探討課題，提供師生之間的多層面互動；學生能積極參與課堂，愉快學習，能連接學習情境與生活經驗，建構對世界的認識。
London: Routledge Maley, A and Duff, A, 1982 (2nd Edition). Using this analytical approach, a teacher or course designer would think of a series of structures, language items that were to be 'taught'. (2015). Using Drama in the Classroom. Coulthard, M, 1977. In Rieber and A Carton (eds). Drama texts help to address the need for sufficient texts for worthwhile reading in which suitable materials can be accessed. Multiple sources of evidence will be collected, including participant observations of class lessons in videos, field notes, semi-structured interviews with students, students’ written work with reflections, and students’ survey, for triangulation purposes. Oxford: OUP. Portsmouth: Heinemann, Peacock, Colin (1990). Pergamon Press Searle, J R, 1969. Drama (Resource Books for Teachers) Oxford University Press. Evidence-based research for Process Drama in Chinese Language education in Singapore is in a lack. One of the drawbacks in the use of literary texts such as novels and poems is that many of them contain language forms that learners of a language find difficult to understand. Conclusion Of the main approaches I have outlined a) Developing literary competence to understand and appreciate and b) experiencing literature, I, like Rod Ellis (2000), believe there is no absolute dichotomy between them. Reading comprehension, especially interpretation of text and
The "a" type analytical approach to drama / theatre texts As I have suggested, the analysis of language in a text is just one aspect of its use. The Collected works of L Vygotsky. What conclusions can we draw about the character and motivations of the antagonists? Learning. effectiveness of using drama on students' achievement whereas the effect of drama in foreign language teaching and learning has been the aim of many researches such as Barreto (2014), Gomez (2010),Baraldi (2009), Uddin Comprehension and interpretation of character, Being able to sustain a meaningful telephone conversation. . Writers such as Maley and Duff, (1978) and Wessels, (1987) have pointed to the values and uses of drama: 'Drama can help the teacher to achieve 'reality' in several ways. & Duff A (1982). Literature and language teaching Oxford: OUP (2nd ed: 1987) Brumfit, C and Carter, R, 1986. Drama Techniques in Language Learning CUP McRae, J, 1985. An Introduction to discourse analysis London: Longman (2nd ed: 1978) Cummins, J. Ethnography. Drama . feelings and thoughts. This research aims to investigate the mechanisms of Process Drama, including its functions and characteristics, as well as how it will promote learning interests and motivation for Chinese Language at Secondary school level, and its effectiveness in teaching and learning. Coming Back to Voice: The Multiple Voices and Identities of Mature Multilingual Writers JSLW (journal of second language writing) Volume 10, Number 1/2 Brumfit, C and Carter, R (Eds), 1986. Stage 2 The second stage may involve two task types: 1. 本研究採用個案研究設計，對象是新加坡中學兩班華文快捷班中二學生。通過多渠道蒐集資料，包括課堂觀課錄像、實地筆記、訪談、學生作業、及調查問卷等，提供三角驗證。
Chinese language - Study and teaching (Secondary) - Singapore, Process drama in the teaching and learning of the Chinese language in a secondary school in Singapore (a case study) = 「過程戲劇」促進新加坡中學華文教與學(個案研究). Despite the implementation of the Multi-lingual Language Policy by the Ministry of Education (MOE), the language medium for all subjects in schools, except for the Mother Tongue languages, is English. Stage 3 The third stage could incorporate... 1. Its aims are to stimulate oral communication, reading for pleasure and to enrich thinking and expression for this reason, drama techniques focussing on waking the imagination, and the body including the vocal chords in preparation for reading or even enacting the text could easily precede this stage. CUP Collie, J and Slater, S, 1987. How do you feel about the character? Discourse Analysis It is very useful in teaching literary texts as it helps in analyzing plot, character and style. Multiple-choice questions are useful for evoking possible alternative answers. 2001. New York: Plenum, Henry Robinson, MA Applied Linguistics and ELT, LCTL DIP TESOL, © British Council, 10 Spring Gardens, London SW1A 2BN, UK As Wilga Rivers (1983) states, "the drama approach enables learners to use 2. Learning to Teach English in
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