DRAMAKang, nam-joon

Sookmyung TESOL Graduate School

LISTS OF CONTENT

1. Theoretical rationales2. Roles and functions of

drama activities3. Kinds of drama activi-

ties

ONE WORD DRAMAA: Good.B: Good?A; Good.B: OK, then.

A: shut up.B: why?A: look.B: Oh!

A: Sorry.B: Whew---.A: Sorry.B: Oh!

A: Gone!B: Really?A: Surprise?B: Oh, no!!!

I. THEORETICAL RATIO-NALES.

I.I LANGUAGE LEARNING THEORIES1.1.1 Interactionism

1)Vygotskian theory. 2) Bruner theory

1.1.2 SLA theories1) Output hypothesis Comprehensible output Communicative competence. Two task types1.1.3

Role of chunk

I.I.I INTERACTIONISM.

CLT?

LEARN LANGUAGE THROUGH COMMUNICATION

Communi-cation?

COMMUNICATIVE LAN-GUAGE TEACHING

What is it?

SHARE IDEAS AND OPIN-IONS WITH

Other people: oral, written

Me: oral, written

Why?

INTERACTIONISTS Vygotsky + Bruner

People learn from communicating

with others.

1.1.2 SLA THEORIES

PRIMARY GOAL OF CLT? develop communicative competence in the target language

What is it?

Hymes (1971, 1972)

Appropriate use of language in so-cial contexts

Savignon (1972, 1983, 1991)Distinguish between a language learner’s

mastery of isolated gram-mar rules and the more complex ability to

negotiate meaning and in-teract with other students

CANALE AND SWAIN (1980)1. Grammatical competence: learn-

ers’ knowledge of the structure of the target language.

2. Discourse competence: to use knowledge of that grammar system to con-nect sentences in a meaningful manner.

3. Sociolinguistic competence: is based on the knowledge of the social and cul-tural rules of the L2 environment

4. Strategic Competence provides strategies such as repetition, hesitation, fillers, guessing, and body language, which serve to compensate for any breakdown in communication.

BROWN (1994) Organizational competence (gram-

matical and discourse)

Pragmatic competence (functional and sociolinguistic)

Strategic competence

Psychomotor skills (pronunciation)

FORM AND FUNCTION (KANG, 2005)

1. Form: linguistic know-ledge (linguistic competence in Celce-Murcia et al, 1995; grammatical competence in Canale and Swain, 1980)

2. Function: using the target language appropriately to the context (actional, discourse, sociolinguistic competence in Celce-Murcia et al, 1995; discourse, socio-linguistic, strategic competence in Canale and Swain, 1980).

FAMILIARITYDirect or controlled ap-proaches:

‘skill-getting’

ProcessingIndirect or transfer approaches: ‘skill-using’

(Rivers and Temperley, 1978)

FOR FAMILIARITY. Focuses on practicing and drilling.

Songs, chants, substitution practice, repetition, listening.

FOR PROCESSING Need to produce the target language

with the speakers’ own purposes, con-crete goal to talk about, with

Freedom of choice in language.

TASK BASED Content Based

1.1.3 NOTICING THEORIES

EBS STORY

SCHMIDT AND NOTICINGINFLUENCE ON NOTICING

Working memory

Long-term memory

Input-frequency

-salient

Instruction

Noticing Output

CONTEXTUAL APPROPRI-ATENESS?

CLT ok every where?CLT ok in Korea?

II. ROLES AND FUNCTIONS OF DRAMA ACTIVITIES.2.1 Definitions of drama activities2.2 Drama activities in education

2.1 DEFINITIONS OF DRAMA ACTIVITIES. What is drama?

What make drama activities?

2.2 DRAMA ACTIVITIES IN EDUCATIONCognitive, social, and aesthetic process

concerned with the negotiation of meaning.

Integration of other subject areas. (Look at the dialogue)

Drama is effective in the develop-ment of oral language, literacy, moti-vation, positive attitudes, and social and cognitive skills (Wagner, 1988)

PRAGMATICS

1 Context The dynamic context Context and convention

2. Implicature What is an implicature? Implications and implicatures. Conversational implicatures Conventional implicatures

3 Two settings Physical setting Emotional setting

III KINDS OF DRAMA AC-TIVITIES

3.1. NON-VERBAL DRAMAMimeStill Image.

3.2. CLOSED ROLE-PLAYS

1. One word 2. Scripted role-plays3. Open-ended

3.3. OPEN DRAMA4. Mapped5. Situational6. Simulation 7. Debating8. Processing drama9. Juxtaposition

HOMEWORK Read chapter 1 of Pragmatics and find

out definitions of pragmatics and how it is used in our real life.

Read the first chapter of Body and Lan-guage.

Explain the role of body language in communication.

THANKS