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    PELİN KÜÇÜK
    Drama has important benefits for language learning beyond just memorization and communication skills. It offers students an engaging new way to learn that is more interesting than a traditional classroom. Through activities like performing plays, students can improve many language skills at once like reading, vocabulary, speaking, and listening. Drama also helps with other abilities like self-confidence, group work, and using physical and mental learning together. By taking on roles in plays, students can develop their understanding of grammar and internal thinking in the target language. Overall, drama creates a fun environment where students can learn in a more enjoyable way while also gaining life skills beyond just language.

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    Pelin KÜÇÜK 012003060

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    Drama has important benefits for language learning beyond just memorization and communication skills. It offers students an engaging new way to learn that is more interesting than a traditional classroom. Through activities like performing plays, students can improve many language skills at once like reading, vocabulary, speaking, and listening. Drama also helps with other abilities like self-confidence, group work, and using physical and mental learning together. By taking on roles in plays, students can develop their understanding of grammar and internal thinking in the target language. Overall, drama creates a fun environment where students can learn in a more enjoyable way while also gaining life skills beyond just language.

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    Eds306 Final

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    Drama has important benefits for language learning beyond just memorization and communication skills. It offers students an engaging new way to learn that is more interesting than a traditional classroom. Through activities like performing plays, students can improve many language skills at once like reading, vocabulary, speaking, and listening. Drama also helps with other abilities like self-confidence, group work, and using physical and mental learning together. By taking on roles in plays, students can develop their understanding of grammar and internal thinking in the target language. Overall, drama creates a fun environment where students can learn in a more enjoyable way while also gaining life skills beyond just language.

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    34 views4 pages

    Pelin KÜÇÜK 012003060

    Uploaded by

    PELİN KÜÇÜK
    Drama has important benefits for language learning beyond just memorization and communication skills. It offers students an engaging new way to learn that is more interesting than a traditional classroom. Through activities like performing plays, students can improve many language skills at once like reading, vocabulary, speaking, and listening. Drama also helps with other abilities like self-confidence, group work, and using physical and mental learning together. By taking on roles in plays, students can develop their understanding of grammar and internal thinking in the target language. Overall, drama creates a fun environment where students can learn in a more enjoyable way while also gaining life skills beyond just language.

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    Pelin KÜÇÜK

    012003060

    EDS 306 – Special Teaching Methods I

    Final Term Assignment

    Drama has a much more important role in language learning than expected. With

    drama, we can improve both memorability and functional communication skills. Drama is

    generally creative and artistic art that focuses on the exchange of thoughts and ideas. First of

    all, drama offers students a new educational and learning environment. It offers students a

    new learning technique, away from the boring classical education. Language teaching is a

    teaching process in which language knowledge and skills are taught and also provides cultural

    gain. In addition to all these competencies, the drama education given in this process provides

    the student with benefits such as expressing their feelings, using language better and using

    physical-mental learning together. (Celik, 2019). We learn best by living and gaining

    experience. We learn this experience best by playing a piece of that language in language

    learning.

    As a kind of communicative language instruction, process drama fosters an

    atmosphere in which students may use the target language communicatively and enjoyably.

    Process Drama is concerned with the development of a dramatic world created by both the

    teacher and the students working together. Thanks to the character they portray in the drama

    performed by the group, they can develop skills such as developing grammar, displaying

    internal thinking and behavior through the target language. (Koyluoglu, 2010, p. 21) With this
    method, students who can learn more than one language skill in an environment including the

    teacher see drama as both an entertainment and a teaching method. For example, a child who

    will perform a drama gains or improves his reading skills by reading, his vocabulary with

    memorized words, and his speaking and listening skills while reading these lines and listening

    to his friends. As I mentioned earlier, not only language skills but also memorization and

    recall, stage dominance, physical learning, etc. gain many more abilities. Sometimes the

    harmony and music in the drama can also be used to improve the language. (Ashton-Hay,

    2005, p. 3).

    In addition to all these learning, students who learn group work and knowledge

    transfer, interact with each other, share their knowledge, and correct each other, in short, they

    perform peer learning. Also, peer learning and solidarity again have a very important place in

    language learning. As Nihal Koyluoglu (2010) mentioned that “ When drama is used, it’s

    inclusive of each student’s personal mix of intelligences and the blend of intelligence in each

    group of students.” (p. 23) On the other hand, overcoming the lack of self-confidence in

    speaking another language, as in many countries, is one of the contributions of drama. As I

    mentioned, they work together and share their experiences in this activity with their peers.

    One of the biggest advantages that drama brings to ELT is the self-confidence it brings to

    students. Once students grasp their mastery of the language, their self-confidence and their

    use of language will increase. (Davies, 2010, p. 97). Drama offers students a more useful and

    more enjoyable learning option, as it creates a completely free environment for students and,

    unlike traditional teaching, improves not only classical skills but also other communication

    skills. At the same time, drama activity provides a new opportunity for students to do

    something other than the classical lesson. This activity, in which they also use their
    imagination, provides them with the opportunity to improve themselves in many areas other

    than grammar. (Celik, 2019, p. 114)

    It will be useful if the drama method is used in the following situations:

    - We all know that students get bored with classical education methods. In this case, every

    teacher should look for a new method and a way to keep students more active. (eg. drama, flip

    learning)

    - Organizing activities that will direct students to literary works and gain the culture of the

    target language (eg. literary text review)

    - Oral skills should be emphasized as well as writing and reading. Ability to read aloud and

    correct pronunciation should be developed

    - Working on areas such as memorization, tracking, mimicking and movement control, and

    group work reinforces this activity. (Seley & Barnett, 1979, p. 24)

    Finally, to wrap it up, drama is a teaching technique that I think every teacher should

    use, which provides general life skills as well as language learning. The cooperation of peers,

    the development of language functions, increasing the learner's interest through a different

    activity and increasing the sympathy for the lesson, gaining self-confidence and finally

    gaining emotion and behavior management are some of the contributions of drama in

    education.

    References
    Celik, B. (2019). The role of drama in foreign language teaching. International Journal of
    Social Sciences & Educational Studies, 5(4), 112–125.
    https://doi.org/10.23918/ijsses.v5i4p112

    Davies, P. (1990). The use of drama in English language teaching. TESL Canada Journal,
    8(1), 87–99. https://doi.org/10.18806/tesl.v8i1.581

    Köylüoglu, N. (2010). Using Drama In English For Young Learners (thesis).

    SELEY , K & BARNETT , L (1979) Drama in the classroom The English Teaching Forum
    XVII(4)22-24

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