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DRAMA

DRAMA. Kang, nam-joon Sookmyung TESOL Graduate School. Lists of content. Theoretical rationales Roles and functions of drama activities Kinds of drama activities. One word drama. A: Good. B: Good? A; Good. B: OK, then. A: shut up. B: why? A: look. B: Oh!. A: Sorry. B: Whew---.

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DRAMA

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  1. DRAMA Kang, nam-joon Sookmyung TESOL Graduate School

  2. Lists of content • Theoretical rationales • Roles and functions of drama activities • Kinds of drama activities

  3. One word drama A: 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!!!

  4. I. Theoretical Rationales.

  5. I.I Language learning theories 1.1.1 Interactionism 1)Vygotskian theory. 2) Bruner theory 1.1.2 SLA theories 1) Output hypothesis Comprehensible output Communicative competence. Two task types 1.1.3 Role of chunk

  6. I.I.I Interactionism.

  7. CLT?

  8. Learn Language through communication Communication?

  9. Communicative language Teaching What is it?

  10. Share ideas and opinions with • Other people: oral, written • Me: oral, written

  11. Why?

  12. Interactionists Vygotsky + Bruner People learn from communicating with others.

  13. 1.1.2 SLA theories

  14. Primary goal of CLT? • develop communicative competence in the target language What is it?

  15. Hymes (1971, 1972) Appropriate use of language in social contexts Savignon (1972, 1983, 1991) Distinguish between a language learner’smastery of isolated grammar rulesand the more complex ability tonegotiate meaning and interact with other students

  16. Canale and Swain (1980) • Grammatical competence: learners’ knowledge of the structure of the target language. • Discourse competence: to use knowledge of that grammar system to connect sentences in a meaningful manner. • Sociolinguistic competence: is based on the knowledge of the social and cultural rules of the L2 environment • Strategic Competence provides strategies such as repetition, hesitation, fillers, guessing, and body language, which serve to compensate for any breakdown in communication.

  17. Brown (1994) • Organizational competence (grammatical and discourse) • Pragmatic competence (functional and sociolinguistic) • Strategic competence • Psychomotor skills (pronunciation)

  18. Form and Function (Kang, 2005) • Form: linguistic knowledge(linguistic competence in Celce-Murcia et al, 1995; grammatical competence in Canale and Swain, 1980) • Function: using the target language appropriately to the context (actional, discourse, sociolinguistic competence in Celce-Murcia et al, 1995; discourse, sociolinguistic, strategic competence in Canale and Swain, 1980).

  19. Familiarity Direct or controlled approaches: ‘skill-getting’ Processing Indirect or transfer approaches: ‘skill-using’ (Rivers and Temperley, 1978)

  20. For Familiarity. • Focuses on practicing and drilling. • Songs, chants, substitution practice, repetition, listening.

  21. For processing • Need to produce the target language with the speakers’ own purposes, concrete goal to talk about, with • Freedom of choice in language. • TASK BASED • Content Based

  22. 1.1.3 Noticing theories

  23. EBS Story

  24. Schmidt and noticingInfluence on noticing Input -frequency -salient Working memory Noticing Output Long-term memory Instruction

  25. Contextual Appropriateness? • CLT ok every where? • CLT ok in Korea?

  26. II. Roles and Functions of Drama Activities. 2.1 Definitions of drama activities 2.2 Drama activities in education

  27. 2.1 Definitions of drama activities. • What is drama? • What make drama activities?

  28. 2.2 Drama activities in education Cognitive, social, and aesthetic process concerned with the negotiation of meaning. • Integration of other subject areas. (Look at the dialogue) • Drama is effective in the development of oral language, literacy, motivation, positive attitudes, and social and cognitive skills (Wagner, 1988)

  29. 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

  30. III Kinds of drama activities 3.1. NON-VERBAL DRAMA Mime Still Image. 3.2. CLOSED ROLE-PLAYS • One word • Scripted role-plays • Open-ended 3.3. OPEN DRAMA • Mapped • Situational • Simulation  • Debating • Processing drama • Juxtaposition

  31. 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 Language. • Explain the role of body language in communication.

  32. THANKS

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