A GIMMICK FOR MIMIC: THE ELT STUDENT-TEACHERS’ ATTITUDES TOWARDS DRAMA COURSE

Main Article Content

Nurdan Kavaklı

Abstract

As a part of interaction-based meaningful activities, the use of drama techniques in education has gained popularity so far. The purpose of this study is to tackle the question whether the drama course together with the in-class applications contribute to the attitudes of prospective English language teachers. In that, the study is composed of the quantitative analysis of the attitudes of the prospective teachers from third graders at English Language Teaching (hereafter ELT) department. The data is gathered through the use of a 25-question-attitude scale (Topoğlu & Erden, 2012) which has been administered to all participants, in sum composed of 37 sophomore students. The results have indicated positive attitudes towards drama course held in ELT department within the scope of desire to increase in course duration, continuity of the course for future benefits, the development of personal, interactional and social skills, and the improvement of the creativity skill.

Article Details

Section
Articles

References

Atas, M. (2015). The Reduction of speaking anxiety in EFL learners through drama techniques. Procedia- Social Sciences and Behavioral Sciences, 176, 961-969.

Baldwin, P. & Fleming, K. (2003). Teaching literacy through drama: creative approaches. Abington: RoutledgeFalmer.

Baldwin, P. & John, R. (2012). Inspiring writing through drama: creative approaches to teaching. London: Bloomsbury.

Bland, J. (2015). Teaching English to young learners: critical issues in language teaching with 3-12 year olds. London: Bloomsbury.

Chukueggu, C. O. C. (2012). The use of drama and dramatic activities in English language teaching. The Journal of Theatre and Media Arts, 7, 151-159.

Cremin, T., Reedy, D., Bearne, E. & Dombey, H. (2015). Teaching English creatively. Routledge: Taylor and Francis.

Davies, P. (1990). The use of drama in English language teaching. TESL Canada Journal, 8(1), 87-99.

Dougill, J. (1987). Drama activities for language learners. Essential Language Teaching Series.

Elam, K. (1980). The semiotics of theatre and drama. London: Methuen.

Esslin, M. (1987). The field of drama: how the signs of drama create meaning on stage and screen. London: Methuen.

Heathcote, D. & Bolton, G. M. (1995). Drama for learning: Dorothy Heathcote’s mantle of the expert apporach to education. Portsmouth: Pearson.

Holden, S. (1981). Drama in language teaching. England: Longman.

Holden, S. (1982). Drama in language teaching. England: Longman.

Holden, S. (1983). Role-Play and simulation. Second selection from modern English teachers. London: Longman.

Hubbard, P. et al. (1983). A Training course for TEFL. Oxford: Oxford University Press.

Maley, A. & Duff, A. (1978). Drama techniques in language learning. Cambridge: Cambridge University Press.

McCarthy, M. & Carter, R. (1994). Language as discourse: perspectives for langauge teaching. Routledge: Taylor and Francis.

Mengü, H. I. (2002). A suggested syllabus for the drama teaching course in ELT departments. Unpublished MA Thesis. Ankara: Hacettepe University.

Miccoli, L. (2003). English through drama for oral skills development. ELT Journal, 57(2).

Prendiville, N. & Toye, N. (2007). Speaking and listening through drama 7-11. London: Paul Chapman Publishing.

Sam, W. Y. (1990). Drama in teaching English as a second language – a communicative approach. The English Teacher, 19.

Slamet, S. (2015). The enrichment of learning English model based on drama at Mardisiwi Islamic kindergarten in Gendroprasto Surakarta, Indonesia. International Conference on Science, Technology and Humanity. [Retrieved from https://publikasiilmiah.ums.ac.id/bitstream/handle/11617/6331/d-04.pdf?sequence=1&isAllowed=y, on 20th December, 2015]

Stokes, T. (2014). ‘O, reason not the need!’ Examining opportunities for a reciprocal relationship between drama and English through the use of a movie stimulus for oral language development. Language, Literacy and Literature: Re-imagining Teaching and Learning, 129-135.

Szauder, E. (2004). Partnership, protection and participation: Principles for Working in Drama with People with Special Needs. In H. Heikkinen (Eds.) Special Interest Fields of Drama, Theatre and Education. Finland: University of Jyvaskyla.

Topoğlu, O., Erden, E. (2012). Bireysel çalgı eğitimi dersine yönelik tutum ölçeğinin geliştirilmesi, Akademik Bakış Dergisi, 31, 1-11.

Way, B. (1967) Development through Drama. London: Longman.

Wessels, C. (1987). Drama (resource books for teachers). Oxford: Oxford University Press.

Widdowson, H.G. (1978). Teaching language as communication. Oxford: Oxford University Press.

Wilkins, D. (1976). Notional syllabuses. London: Oxford University Press.

Winston, J. (2004). Drama and English at the heart of the primary curriculum. London: David Fulton.

Zafeiriadou, N. (2009). Drama in language teaching: a challenge for creative development. [Retrieved from https://www.academia.edu/5102011/Drama_in_language_teaching_a_challenge_for_creative_development, on 24th December, 2013]

Zhang, Y. & Gao, C. (2014). Towards creativity in ELT: from word plays to drama. ELT Journal, 68(4), 453-456.