Theatre techniques for language learning: assumptions and suggested progression of activities.

Autor/in	Anderson, Martha L.
Titel	Theatre techniques for language learning: assumptions and suggested progression of activities.
Quelle	(1989), 65 S.Verfügbarkeit
Sprache	englisch
Dokumenttyp	Mikroform; Monographie
Schlagwörter	Kultur; Gruppendynamik; Lernpsychologie; Psychologie; Film; Spiel; Lehrerrolle; Affektives Lernen; Intensivkurs; Selbsttätigkeit; Drama; Fremdsprachenkurs; Fremdsprachenunterricht; Englisch; Theater; Effizienz
Abstract	A discussion of the use of drama activities in Second Language instruction looks at the rationale for using such techniques in the language classroom, describes a progression of drama activities used for an intensive course in intermediate English as s Second Language, and examines other considerations in the use of drama in language teaching. Discussion of the rationale focuses on the following issues: (1) the power of theater, both in human society and for individuals; (2) the opportunity for ego expression; (3) drama as an affective filter; (4) the value of play; (5) process and purpose in a drama project; (6) drama as an opportunity for cultural expression and adaptation; (7) making use of class or group dynamics; and (8) psychology. Nineteen specific, progressive drama activities are described, ranging from simple observation of the environment to the production of a movie. The description of each activity includes the teacher's objectives, the proposed task and procedures, and a process and outcome analysis based on the author's experience with the activity in class. The final chapter summarizes the four primary objectives for the course and the outcomes of each.
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	1996_(CD)