Evoking Dramatic Moments in Second language Classroom Week

Evoking Dramatic Moments in Second language Classroom Week 11

Cognitive routes for second language development in the classroom. Two processes: • Primary process: skill using • Secondary: skill getting

Primary process 1) Augment learners’ L 2 knowledge with their world knowledge of conceptual schema, communicative functions, situational features of discourse contexts, and language organization. 2) The learners’ L 2 ability develops through a series of stages involving formulaic speech, propositionally-reduced speech, syntactic utterances, morphologically marked utterances and complex utterances.

Disadvantage of primary process • Likely to lead to pidgenized speech that may not cause critical difficulties in everyday communication but is a fatal obstacle for further improvement and refinement of the target language.

Secondary process 1) Analytic L 2 knowledge. 2) Not available to be used in unplanned discourse. 3) Sensitive to language forms, for use later. 4) Formal instruction focuses on analyzing language forms and practicing drills.

Drama Oriented L 2 Classroom <Need 3 phases. > • Preparation Phase • Drama Phase • Reflective Phase

Teachers’ roles in Role-plays and scenario • • Process drama Sets the assignment Gives instructions Suggests roles Monitors the results 12/14/2021 copyright 2006 www. brainybetty. com 7

Example 1 Resource 1: Use of the previous chapter; Street Children Tasks for students; Sts invent the name, personality and background of a homeless South American Child. The fact that the imaginary child was their own creation, The level of control they exercised at the beginning of the work were the key factors in keeping them engaged in the more challenging episodes of the drama. Resource 2: use of a number of photographs and have them use these images as a basis for their invention. Pictorial representations are familiar in L 2 teaching. 12/14/2021 copyright 2006 www. brainybetty. com 8

Example 2 • • Resource 1: a community map Story or context: a dog had been lost and enlisted the help of the children to find it. Teacher’s role: a dog owner Students’ role: people in the community who helped the owner find the dog. 12/14/2021 copyright 2006 www. brainybetty. com 9

Preparation Phase • Provides learners with a background for the drama as well as essential language items to be used while participating in the activities. • Possessing analytical knowledge from their previous lessons. Various communicative situations and knowledge in L 1 + Language learned in the

Preparation phase • Give a direct and explicit manner before they get involved in their roles in drama. • The teacher can discuss necessary vocabulary and certain language structures that are needed for a particular episode with the class. (need not be

Pre-texts • Resources 2: Myths, legends, novels, and short stories that involve people who have to make decisions or solve problems. • Headlines or letters in the daily newspaper, works of literature chosen from the target language, as well as the real-life experiences of the participants • Creates atmosphere, situations, tensions, tasks and dilemmas 12/14/2021 copyright 2006 www. brainybetty. com 12

Examples of pretexts • Modified story of Little red riding hood. : search for the murderer of the grandma. • 윤창중 story • Have to make a prison in the village. • Korean Talents Competition 12/14/2021 copyright 2006 www. brainybetty. com 13

Age and language • Modified story of Little red riding hood. : search for the murderer of the grandma. • 윤창중 story • Have to make a prison in the village. • Korean Talents Competition 12/14/2021 copyright 2006 www. brainybetty. com 14

Community Map 12/14/2021 copyright 2006 www. brainybetty. com 15

Procedure • Depend on the age of the students, language level, • Teachers’ learning objectives 12/14/2021 copyright 2006 www. brainybetty. com 16

Example 3 • Olympic athletes go to France 1. Students prepare a short piece of pantomime in which they displayed the athletic skill other students describe verbally 2. Visa document 3. Interview with French Journalists after the Olympic Game students have to act as if they’ve lost or won the medal in the game. have to create real-like situation. 4. Letter writing or postcard: imaginary diary of the trip 12/14/2021 copyright 2006 www. brainybetty. com 17

1. New contexts : Prephase • Teacher or students provides pretext or Create an immediate and unpredictable Social context. 12/14/2021 copyright 2006 www. brainybetty. com 18

Roles • Other role-plays: restricted by the teacher • Process: created by the students 12/14/2021 copyright 2006 www. brainybetty. com 19

Johnson & Oneill, 1984 • The purpose in drama is to release students into a new awareness of what they already know but do not yet realize they know 12/14/2021 copyright 2006 www. brainybetty. com 20

Two roles (Moreno, 1959) 1. Role taking 2. Role Creating 12/14/2021 Enactment copyright 2006 www. brainybetty. com 21

Group Roles • Role-plays; roles and attitudes are strictly determined and functionally adapted to the situation. • Process: Given a rough role and shaped by students in a group. 12/14/2021 copyright 2006 www. brainybetty. com 22

Drama phase • New non-analytical knowledge is generated through primary processes, due to the unpredictable and simultaneous situations and ideas that evolve in drama

Drama Phase • Temporarily suspends the drama to provide immediate help to the students. • Students benefit from monitoring each other’s verbal contribution to the dialogue. • Teacher monitor.

Teacher In Role • Role-play: teacher no role take • Process: teacher takes on a role and enters the developing action of the drama. 12/14/2021 copyright 2006 www. brainybetty. com 25

Advantages of teacher in role – Break the classroom norm: teacher and pupils negotiation. – Reduce teacher instruction – Bind the participants together as a group – Maximize their ability minimizing their fear of making mistakes 12/14/2021 copyright 2006 www. brainybetty. com 26

Tension • A mental excitement is fundamental to intellectual and emotional engagement, not only as a stimulus, but as the bonding agent that sustains involvement in the dramatic task (Morgan and Saxton, 1987) • Evokes language and helps it to be retained (Di Pietro, 1987 a) 12/14/2021 copyright 2006 www. brainybetty. com 27

Tension increases when there’s • Conflict • Struggle between the intentions of one role and another. • Arises as much from what is known as from what is unknown. : not from what is already apprehended but of what is 12/14/2021 copyright 2006 28 anticipated. www. brainybetty. com

Questioning • Skillful questioning within the drama process can strengthen students’ commitment to their roles, supply information indirectly, model the appropriate language register, focus their linguistic efforts, remodel inaccurate responses, and deepen students’ thinking about the issues involved in the drama. • Teacher questioning before the drama • During the drama generates students’ spontaneous responses, group discussions. • 12/14/2021 copyright 2006 www. brainybetty. com 29

Reflective Phase • New language items that occurred in the drama may be discussed with the class, based on the teacher’s observation and the students’ reflection upon their drama experience. • Group assignments covering socio linguistic aspects

Reflective Phase • Allows learners to clarify their new non-analytic knowledge so that unneccessary struggles in language learning are avoided and the learning rate increases. • Processes of forming analytical and non-analytical knowledge when the three phases support

Reflection • Let student aware of the learning • Through extended activities: writing, drawing and map-making • Writing a letter, diary, newspaper, etc in role 12/14/2021 copyright 2006 www. brainybetty. com 32

Teachers’ roles in Role-plays and scenario • • Process drama Sets the assignment Gives instructions Suggests roles Monitors the results 12/14/2021 copyright 2006 www. brainybetty. com 33

Homework • Make a process drama and explain procedure and explain advantages of using process drama. • Identify learners’ age, language level and objectives, teachers’ role. • Read chapter 3; Nature of teacher student interaction. Summarize p. 53 -77. 12/14/2021 copyright 2006 www. brainybetty. com 34