Güneş YILMAZ, Yeşim KEŞLİ DOLLAR

Attitudes of Turkish EFL Learners Towards the Use of Drama Activities in English

Bu çalışmanın amacı, 9. sınıf İngilizceyi yabancı dil olarak öğrenen öğrenciler ile öğretmenlerin İngilizce sınıflarında drama kullanımına olan tutumlarını bulmaktır. Bu çalışma, dil yetilerinin öğretilmesinde dramanın değerinin yansıtıcı ve özgürleştirici bir araç olarak gösterilmesinde anahtar olacaktır. Ayrıca, İstanbul-Türkiye’deki K-12 okulunda İngilizce derslerinde drama teknikleri uygulanarak, öğrencilerin konuşma becerileri ve konuşmaya karşı tutumları pozitif olarak geliştirilecektir. Bu çalışma, sıcak-oturma, dondurma, kelime oyunları, stratejik etkileşim ve rol oyunları gibi teknikleri kullanarak dil kapasitelerini arttıracak destekleyici bir öğretim metoduna öğrencileri yakınlaştırmayı hedeflemektedir. Çalışmanın bulguları, B1 ve A2 seviyesindeki yabancı dil olarak İngilizce öğrenen Türk öğrencilerinin drama aracılığıyla alternatif öğrenme teknikleri keşfettiklerini ve İngilizce derslerine karşı pozitif tutum geliştirdiklerini göstermektedir.

Anahtar Kelimeler:

drama tekniği, İngilizce dil yetisi, konuşma yeterliliği, rol oynama, tutum ve işbirlik

Attitudes of Turkish EFL Learners Towards the Use of Drama Activities in English

The purpose of this study is to examine 9th grade students and EFL professionals’ attitudes towards the use of drama in English classes. This study can be a fundamental key for representing the value of using drama in improving the language skills of the learners as a tool to promote reflective and emancipative language learning. Moreover, drama may enhance students’ oral language proficiency and their attitude in a positive way by implementing drama techniques within an accelerated framework at a foundation (private) K-12 School in Istanbul, Turkey. This qualitative study is intended to familiarize students with a number of drama techniques, such as hot-seating, frozen frames, verbal games, strategic interaction and role play through drama for cultivating language competence process as a supplementary teaching methodology. The findings of the study indicated that B1 and A2 Turkish EFL students have gained the ability to explore new alternative learning techniques such as drama and positive attitude in English classrooms.

Keywords:

drama techniques, English language skill, oral language proficiency, role play, attitude and cooperation,

PDF

___

Adolph, K. E., & S. E. Berger. (2005). Physical and motor development. In M. H. Bornstein and M. E. Lamb (Eds.), Developmental science: An advanced textbook (5th ed.) (pp. 161- 213). Hillsdale, NJ: Lawrence Erlbaum Associates.
Aldavero, V. A. (2008). Drama in the development of oral spontaneous communication. Encuentro, 17, 40-43. Retrieved April 12, 2015, from http://www.encuentrojournal.org/textos/alonso.pdf
Alhmali, J. (2007). Student attitudes in the context of the curriculum in Libyan education in middle and high schools. (PhD Thesis, University of Glasgow, Scotland).
Al-Zahrani, M. (2008). Saudi secondary school male students’ attitudes towards English: An exploratory study. J. King Saudi University, Language and translation, 20, 25-39.
Ananda, S. (2000). Equipped for the future assessment report: How instructors can support adult learners through performance-based assessment. Washington DC: National Institute for Literacy.
Baker, C. (1992). Attitudes and language. Clevedon, England: Multilingual Matters.
Baturay, M. H., & Özbek, G. (2009). Bilgisayar kullanımı etiği ve sağlığı eğitiminin ilköğretim öğrencilerine drama yöntemi ile verilmesi. E-journal of New World Sciences Academy, 4(3), 707- 714.
Donmoyer, R. (1991). The first glamourizer of thought: Theoretical and autobiographical ruminations on drama and education. In G. Willis & W. H. Schubert (Eds.), Reflections from the heart of educational inquiry: Understanding curriculum and teaching through the arts. New York: State University of New York Press.
Ellis, R. (1984). Classroom second language development. Oxford: Pergamon.
Gardner, R. (1985). Social psychology and second language learning. The role of attitudes and motivation. London: Edward Arnold.
Ghazali, S., Setia, R., Muthusamy, C., & Jusoff, K. (2009). ESL students’ attitude towards texts and teaching methods used in literature classes. English Language Teaching, 2(4), 51-56. Retrieved August 10, 2011, from http://www.ccsenet.org/journal/index.php/elt/article/viewFile/4445/3786
Huebner, D. (1975). Curriculum language and classroom meanings. In W. Pinar (Ed.), Curriculum theorizing: The reconceptualists (pp. 237-249). Berkley, CA: McCutchan.
Iamphitakporn, R. (2002). The comparison of English speaking achievement between dramatic activities and non-dramatic teaching for first year accountancy students at Nakhonpathom Technology. (Master Thesis, Graduate School of Silapakorn University).
Krashen, S. (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press.
Mackey, A. (1999). Input, interaction, and second language development (An empirical study of question formation in ESL). Studies in Second Language Acquisition, 21(4). Retrieved from http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=36661&fileId=S0272263199004027
Maley, A., & Duff, A. (2001). Drama Techniques. A resource book of communication activities for language teachers. Cambridge: Cambridge University Press.
Maranon, S. (1981). A descriptive analysis of a program of creative dramatics with a bilingual/bicultural content (Spanish/English): Implications for English oral language development.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks: Sage Publications.
Mosher, R. C. (2001). Listening as literacy: Children sounding out text. Journal of Curriculum Theorizing, 17, 91-100.
Pacyga, J. (2009). Affecting L2 Attitude and motivation through drama. (M.A. Dissertation, Hamline University, St. Paul, MN).
Patton, M. Q., & Patton, M. Q. (2002). Qualitative research and evaluation methods. Thousand Oaks, Calif: Sage Publications.
Peregoy, S., & Boyle, O. (2008). Reading, writing, and learning in ESL (5th ed.). Boston: Pearson.
Reid, N. (2003). Getting started in pedagogical research in the physical sciences. Hull: LTSN Physical Sciences Centre, University of Hull. Retrieved August 9, 2011, from http://hlst.ltsn.ac.uk/assets/ps/documents/practice_guides/ps0076_getting_sarted_in_pedagogic_research_in_the_physical_sciences_aug_2004.pdf
Ridel, S. P. (1975). An investigation of the effects of creative dramatics on ninth grade students. Dissertation Abstracts International 36 (December 1975): 355-A.
San, I. (1998). The development of drama in education in Turkey. Research in Drama Education, 3(1), 96-99.
Visser, M. (2008). Learning under conditions of hierarchy and discipline: The case of the German army (1939- 1940). Learning Inquiry, 2, 127-137.
Yin, R. K. (1984). Case study research: Design and methods. Beverly Hills, Calif: Sage Publications.