The Dol Project: The Contributions of Process Drama to Improved Results in English Oral Communication

Stinson, Madonna; Freebody, Kelly

doi:10.1080/08929092.2006.10012585

Cited by 50 publications

(37 citation statements)

References 3 publications

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“…In a more recent study, O'Gara (2008) examined the effectiveness of drama for teaching verb tenses in a secondary school setting, while Kao & O'Neill (1998) tested the effectiveness of process drama for oral communication among adult learners of English as a second language. In addition, Gill (2013) names Miccoli (2003), Stinson (2007), Stinson & Freebody (2006a;2006b), and Ulas (2008) as "international studies which show the extent to which drama works". The benefits of drama in language teaching are summarised in the following sections.…”

Section: Introductionmentioning

confidence: 99%

Drama and theatre in teaching foreign languages for professional purposes

Giebert¹

2014

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Résumés English FrançaisCet article met en lumière le rôle du théâtre dans l'apprentissage des langues dans l'enseignement supérieur, notamment dans l'acquisition de compétences professionnelles. Dans une première partie, les formes théâtrales utilisées dans l'enseignement des langues seront brièvement décrites. Leurs avantages, tels que la contextualisation de la langue, une approche holistique de l'apprentissage, une meilleure mémorisation de la langue ou encore un enrichissement des compétences inter-personnelles des apprenants, seront étudiés. Dans la deuxième partie seront abordés les avantages du théâtre dans l'acquisition de compétences professionnelles. Un exemple concret d'enseignement par le théâtre sera présenté : des projets théâtraux ayant pour objectif de développer l'anglais commercial. Entrées d'index Mots-clés :théâtre, enseignement supérieur, compétence professionnelle, anglais de spécialité (ASP) Keywords : drama, English for special purposes, tertiary/higher education, professional competence, holistic learning Haut de page Résumés English FrançaisThe article discusses how drama can support language learning at the university level and how drama can also support learners in acquiring professional competences. In the first part, the article will briefly outline forms of drama in language teaching. It will discuss its benefits, such as putting language in context, making learning holistic and memorable, improving learners' social and personal competences. The second part describes aspects of drama beneficial for language learning in a professional context and gives a concrete teaching example: theatre projects with a focus on business English.

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Section: Introductionmentioning

confidence: 99%

Drama and theatre in teaching foreign languages for professional purposes

Giebert¹

2014

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“…In essence, drama results in increased oral output because it is kinaesthetic (experiential) and activity-orientated and therefore more stimulating than non-drama-based teaching methodology (Gill, 2013). However, despite evidence that drama can be an effective educational strategy for Asians (for example, Gaudart, 1990;Stinson & Freebody, 2006a, 2006b, it is still largely marginalised in Asia and elsewhere, perhaps because it is not viewed as representing formal education. If given due recognition, it can play a major role in enhancing Asian ESL learners' speaking skills.…”

Section: Drama In Esl Learningmentioning

confidence: 99%

Oral Communication in ESL Through Improvisations, Playwriting And Rehearsals

Gill¹

2013

ALLS

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The application of drama strategies which focus more on meaning than on form can provide an impetus for ESL learners to be more confident about speaking, thereby increasing the quantity of their spoken English. This paper discusses existing research and the author's own experiences in an attempt to highlight the positive effects of improvisations, playwriting and rehearsals on the oral output of learners in relation to communicative English.

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“…Perhaps a broader claim is that students are '''living through'' drama' (Bolton 1998, 178) in order to explore a scenario or problem and develop a deeper understanding of the situation and possible solutions. The study has also been informed by recent research into the use of process drama in second-language settings (Kao and O'Neill 1998;Stinson and Freebody 2006). Such studies have found that it gives students opportunities for greater freedom and authenticity in their school talk than many other conventional pedagogies.…”

Section: Introductionmentioning

confidence: 97%

Exploring teacher–student interactions and moral reasoning practices in drama classrooms

Freebody

2010

Research in Drama Education: The Journal of Applied Theatre and

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The research reported here brings together three settings of conceptual and methodological inquiry: the sociological setting of socio-economic theory; the curricular/pedagogic setting of educational drama; and the analytic setting of ethnomethodolgically informed analyses of conversation analysis and membership categorisation analysis. Students from two schools, in contrasting socio-economic areas, participated in drama lessons concerned with their future. The study found that process drama allowed them to overcome the rhetoric and abstract nature of the theorising of controversial issues by allowing them to become actively involved in testing theories, developing ideas, and finding solutions to controversial problems through their work in the dramatic context. Within this paper three aspects of the study are drawn out for particular attention: the settings for such an inquiry, the varying kinds of talk found in drama lessons, and the key contrasts and similarities between the two research sites. These three aspects highlight the particular ways in which talk in drama classrooms may have powerful implications for the ways in which moral reasoning is built and shared by students. IntroductionThis paper summarises aspects of a more extensive study that used the detailed analysis of classroom interactions to explore relationships between drama in schools and socio-economic status as both topic of talk and resource for interpretation. Three aspects are drawn out for particular attention in this paper: the settings for such an inquiry, the varying kinds of talk found in drama lessons, and the key contrasts and similarities between the research sites. These three aspects explored together allow for an investigation into the particular ways talk is structured in drama classrooms, and the implications of this for the ways moral reasoning is built and shared by students.

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The Dol Project: The Contributions of Process Drama to Improved Results in English Oral Communication

Cited by 50 publications

References 3 publications

Drama and theatre in teaching foreign languages for professional purposes

Drama and theatre in teaching foreign languages for professional purposes

Oral Communication in ESL Through Improvisations, Playwriting And Rehearsals

Exploring teacher–student interactions and moral reasoning practices in drama classrooms

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