ÖZGEHAN UŞTUK, DİLEK İNAN

2722

Türkiye’de İngiliz Dili Eğitiminde Drama Hakkında Yapılan Çalışmaların Karşılaştırmalı Bir Alanyazın Taraması

Bu çalışma, İngilizcenin yabancı dil olarak öğretilmesinde eğitimde dramanın etkilerine ilişkin önceki çalışmaların karşılaştırmalı bir incelemesini içerir. Öncelikle çalışma, yabancı dil eğitimi bağlamında eğitimde dramayı ele alır. Anlatı incelemesi yoluyla, uluslararası yapılmış çalışmalar dört kategoride incelenip açıklanır. Uluslararası alanyazının incelenmesi sonucunda ortaya çıkan kategoriler göstermiştir ki mevcut araştırmalar eğitimde dramanın İngilizceyi yabancı dil olarak öğrenenler bağlamında yapılandırmacı etkilerine, kültürel etkilerine, hedef dildeki performans üzerindeki etkilerine ve duygu durumlarının üzerindeki etkilerine odaklanmıştır. İkinci olarak, bu çalışma Türkiye'de eğitimde dramanın İngilizce öğretimi alanında ne yönlerden araştırıldığını ortaya koyan bir inceleme sunmuştur. Tartışma bölümünde ise bu iki alanyazın incelemesi hem uyuşan hem zıtlaşan taraflarıyla karşılaştırılmış ve böylece uluslararası alanyazının odakları ile Türkiye'deki çalışmaların odakları arasında bir takım benzerlikler ve farklar ortaya çıkmıştır. Son olarak da bazı uygulama önerileri ve gelecek çalışmalar için öneriler sunulmuştur

A Comparative Literature Review of the Studies on Drama in English Language Teaching in Turkey

This study presents a comparative literature review of the research studies related to the effects of drama in teaching English as a foreign language. First, the study explains drama in education with regard to foreign language education. In a narrative review design, it demonstrates international studies in four categories under which the existing studies can be contextualized. According to the review of international research, literature provides studies that focus on drama in education’s constructivist effects, cultural effects, effects on the performance in the target language and effects on the affective states of the learners of English as a foreign language. Second, the study presents a review of drama in education research which originated in Turkey with respect to English language teaching. In the discussion section, these two reviews are compared and contrasted, and some similarities and differences between the international research and Turkish research are underlined. Finally, some practical implications and suggestions for further research are given
PDF

___

  • Adıgüzel, Ö. (2014). Eğitimde yaratıcı drama. [Creative drama in education]. Ankara: Naturel Yayınları.
  • Aldağ, E. (2010). The effects of creative drama on enhancement of motivation in language learning (Unpublished masters dissertation). Atatürk University, Erzurum.
  • Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELT Journal, 56(1), 57-64.
  • Anderson, A., & Loughlin, S. M. (2014). The influence of classroom drama on English learners’ academic language use during English language arts lessons. Bilingual Research Journal, 37(3), 263-286.
  • Aydin, S. (2012). Factors causing demotivation in EFL teaching process: A case study. The qualitative report, 17(51), 1.
  • Aydin, S. (2016). WebQuests as language-learning tools. Computer Assisted Language Learning, 29(4), 765-778.
  • Baumeister, R. F., & Leary, M. R. (1997). Writing narrative literature reviews. Review of General Psychology, 1(3), 311-320
  • Bayyurt, Y. (2006). Non‐native English language teachers’ perspective on culture in English as a foreign language classrooms. Teacher Development, 10(2), 233-247.
  • Belhan, E. D. (2014). The use of drama activities to increase student motivation towards speaking English (Unpublished masters dissertation). Çağ University, Mersin.
  • Bergil, A. S. (2010). An alternative technique for developing speaking skills in English language teaching: Creative drama (Unpublished masters dissertation). Gaziosmanpaşa University, Tokat.
  • Bowell, P., & Heap, B. S. (2013). Planning process drama: Enriching teaching and learning. New York: Routledge.
  • Chan, W. M., Chin K. N., Suthiwan, T. (2011). Foreign language teaching in Asia and beyond: Current perspectives and future directions. Berlin: Walter de Gruyter.
  • Chen, Y. C. (2007). A drama project teaching model in English language teaching: An action research at a Taiwanese primary school (Unpublished doctoral dissertation). University of Exeter.
  • Chinyowa, K. (2013). Exploring conflict-management strategies through applied drama: A Wits University case study. Matatu-Journal for African Culture and Society, 44(1), 39- 53
  • Coskun, A., & Daloglu, A. (2010). Evaluating an English Language Teacher Education Program through Peacock's Model. Australian Journal of Teacher Education, 35(6), 24-42.
  • Culham, C. R. (2002). Coping with obstacles in drama-based ESL teaching: A nonverbal approach. In G. Bräuer (Eds.), Body and Language: Intercultural Learning through Drama, (pp. 95-112).Westport: Greenwood Publishing Group.
  • Culham, C. R. (2003). Making the conversations possible: Drama as a methodology in developing the language of the everyday in ESL classrooms (Unpublished masters dissertation). University of Victoria.
  • Demircioglu, S., & Ispir, O. A. (2016). The effect of creative drama as a method on teaching English word clusters. Yaratici Drama Dergisi, 11(1), 105.
  • Denney, A. S., & Tewksbury, R. (2013). How to write a literature review. Journal of Criminal Justice Education, 24(2), 218-234.
  • Dodson, S. L. (2002). The educational potential of drama for ESL. In G. Bräuer (Ed.), Body and Language: Intercultural Learning through Drama, (pp. 161-180). Westport: Greenwood Publishing Group.
  • Dora To, L. W., Phoebe Chan, Y. L., Lam, Y. K., & Tsang, S. K. Y. (2011). Reflections on a primary school teacher professional development programme on learning English through process drama. Research in Drama Education: The Journal of Applied Theatre and Performance, 16(4), 517-539.
  • Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language teaching, 31(3), 117-135.
  • Dunn, J., & Stinson, M. (2011). Not without the art!! The importance of teacher artistry when applying drama as pedagogy for additional language learning. Research in Drama Education: the journal of applied theatre and performance, 16(4), 617-633.
  • Falout, J., Elwood, J., & Hood, M. (2009). Demotivation: Affective states and learning outcomes. System, 37(3), 403-417.
  • Fleming, M. (2003). Intercultural experience and drama. In G. Alred, M. Byram, & M. Fleming (Eds.), Intercultural experience and education, (pp.87-100). Clevedon: Multilingual Matters.
  • Gill, C. (2013). Enhancing the English-language oral skills of international students through drama. English Language Teaching, 6(4), 29-41.
  • Gill, C. (2016). Maximising Asian ESL learners’ communicative oral English via drama. Advances in Language and Literary Studies, 7(5), 240-246.
  • Gleason, J. B., & Ratner, N. B. (1998) (Eds.). Psycholinguistics. Belmont: Thomson WadsworthGreen, B. N., Johnson, C. D., & Adams, A. (2006). Writing narrative literature reviews for peer-reviewed journals: secrets of the trade. Journal of chiropractic medicine, 5(3), 101-117.
  • Harmer, J. (2008). How to teach English. Harlow: Pearson Education.
  • Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132.
  • Hsu, M. H. (2006). The effects of dramatic activities on reading comprehension of senior high school EFL students in Taiwan (Unpublished doctoral dissertation). Texas A&M University, Kingsville.
  • Karamanoğlu, Ş. Ş. (1999). The influence of creative drama practices upon learning and retention vocabulary in the field of ELT (Unpublished masters dissertation). Uludağ University, Bursa.
  • Kao, S. M., Carkin, G., & Hsu, L. F. (2011). Questioning techniques for promoting language learning with students of limited L2 oral proficiency in a drama orientated language classroom. Research in Drama Education: The Journal of Applied Theatre and Performance, 16(4), 489-515.
  • Kao, S. M., & O’Neill, C. (1998). Words into worlds: Learning a second language through process drama. London: Greenwood Publishing Group.
  • Krashen, S. (1981). Second language acquisition and second language learning. CA: Pergamon Press Inc.
  • Liu, J. (2002). Process drama in second- and foreign- language classrooms. In G. Bräuer (Ed.), Body and language: Intercultural learning through drama, (pp. 51-70). Westport: Greenwood Publishing Group
  • MacIntyre, P. D., & Gardner, R. C. (1989). Anxiety and second‐language learning: Toward a theoretical clarification. Language learning, 39(2), 251-275.
  • Marshall, C., & Rossman, G. B. (1989). Designing qualitative research, Newbury Park, CA: Sage Publications.
  • Miccoli, L. (2003). English through drama for oral skills development. ELT Journal, 57(2), 122-129.
  • Mitchell, R., Myles, F., & Marsden, E. (2013). Second language learning theories. New York: Routledge.
  • Ntelioglou, B. Y. (2006). Crossing borders: Drama in the second language classroom (Unpublished masters dissertation). York University.
  • Ntelioglou, B. Y. (2011). Drama and English language learners. In S. Schomann (Ed.), Key Concepts in Theatre/Drama Education, (pp. 183-188). Rotterdam: Sense Publishers
  • Ntelioglou, B. Y. (2012). Drama pedagogies, multiliteracies and embodied learning: Urban teachers and linguistically diverse students make meaning (unpublished doctoral dissertation). University of Toronto.
  • Onwuegbuzie, A. J., & Weinbaum, R. K. (2017). A framework for Using qualitative comparative analysis for the review of the literature. The Qualitative Report, 22(2), 359-372. Retrieved from: http://nsuworks.nova.edu/tqr/vol22/iss2/1
  • O’Toole, J., & Burton, B. V. (2002) Cycles of harmony: An action research into the elements of drama on conflict in schools. Applied Theatre Researcher, 3, 1-1. Retrieved from: http://www98.griffith.edu.au/dspace/handle/10072/6616
  • O'Toole, J., & Haseman, B. (1988). Dramamwise: An introduction to GCSE drama. Oxford: Heinemann Educational.
  • Oxford, R. L. (1997). Cooperative learning, collaborative learning, and interaction: Three communicative strands in the language classroom. The Modern Language Journal, 81(4), 443-456.
  • Podlozny, A. (2000). Strengthening verbal skills through the use of classroom drama: A clear link. Journal of Aesthetic Education, 34(3/4), 239-275.
  • Richards, J., & Schmidt, R. (2002) Longman dictionary of language teaching & applied linguistics. London: Pearson
  • Saricaoglu, A., & Arikan, A. (2009). A study of multiple intelligences, foreign language success and some selected variables. Journal of Theory and Practice in Education. 5(2), 110-122.
  • Sağlam, T. (2004). Dramatik eğitim: Amaç mı araç mı?. Tiyatro Araştırmaları Dergisi, 17, 4- 22.
  • Saville-Troike, M. (2012). Introducing second language acquisition. New York: Cambridge University Press.
  • Schcolnik, M., Kol, S., & Abarbanel, J. (2016). Constructivism in theory and in practice. English Teaching Forum 44(4), 12-20.
  • Scovel, T. (1978). The effect of affect on foreign language learning: A review of the anxiety research. Language learning, 28(1), 129-142.
  • Simina, V., & Hamel, M. J. (2005). CASLA through a social constructivist perspective: WebQuest in project-driven language learning. ReCALL, 17(02), 217-228.
  • Snow, C. E. (1998). Bilingualism and second language acquisition. In. J. B. Gleason & N. B. Ratner (Eds.), Psycholinguistics, (pp. 452-481). Belmont: Thomson Wadsworth.
  • Sobral, P. (2011). Performing Brazil: The cycle of performance for communication and theater in the foreign language classroom. In C. Ryan & N. Marini-Maio (Eds.), Dramatic interactions: Teaching languages, literatures, and cultures through theatre, theoretical approaches and classroom practices, (pp. 86- 109). Newcastle upon Tyne: Cambridge Scholars
  • Stern, S. L. (1980). Drama in second language learning from a psycholinguistic perspective. Language Learning, 30(1), 77-100.
  • Stinson, M. (2007). Speaking out: An exploration of process drama and its contribution to oracy (CRP 27/04 MS). Singapore: National Institute of Education. Retrieved from: https://repository.nie.edu.sg/handle/10497/264
  • Stinson, M. (2008). Process drama and teaching English to speakers of other languages. In M. Anderson, J. Hughes, & J. Manuel (Eds.), Drama and English teaching: Imagination, action and engagement, (pp. 193-212). Oxford: Oxford University Press.
  • Stinson, M., & Freebody, K. (2006). The DOL project: The contributions of process drama to improved results in English oral communication. Youth Theatre Journal, 20(1), 27-41.
  • Stinson, M., & Freebody, K. (2009). The contribution of process drama to improved results in English oral communication. In R. E. Silver, C. C. M. Goh, & L. Alsagoff (Eds.), Language learning in new English contexts, (pp.147-165). London: Continuum.
  • Uştuk, Ö., & Aydın, S. (2016). The effects of the use of paralinguistic cues on foreign language anxiety among English as a foreign language speakers. Innovation in Language Learning and Teaching, 1-14. (Article in press)
  • Wardhaugh, R., & Fuller, J.M. (2015). An introduction to sociolinguistics. Chichester: WileyBlackwell. Webster, J., & Watson, R. T. (2002). Analyzing the past to prepare for the future: Writing a literature review. MIS quarterly, 26(2), xiii-xxiii.
  • Williams, M., & Burden, R. (1997). Psychology for language teachers. Cambridge: Cambridge University Press.
  • Yavuz, A., & Topkaya, E. Z. (2013). Teacher educators’ evaluation of the English language teaching program: A Turkish case. Novitas-Royal, 7(1), 64-83.
  • Yule, G. (2010). The study of language. Cambridge: Cambridge University Press.
Novitas-Royal-Cover
  • ISSN: 1307-4733
  • Yayın Aralığı: Yıllık
  • Başlangıç: 2007
  • Yayıncı: -
Arşiv
Sayıdaki Diğer Makaleler

İngilizce Yabanci Dil Öğrencilerinin Tartışmacı Yazılarında Zarfları Kullanmaları

ERCAN YILMAZ, KENAN DİKİLİTAŞ

Üniversitede Yabancı Dil Olarak İngilizce Öğrenimi Ortamında Sözcüklerin Anlamsal İlişkilerine Yönelik Farkındalık Oluşturma

MEHMET ALTAY

İngilizce Öğrenme Sürecinde Dil Öğrenme Stratejileri, Eleştirel Düşünme ve ÖzDüzenleme Becerileri Arasındaki İlişkinin İncelenmesi

BETÜL ALTAY, ASUMAN SEDA SARACALOĞLU

Türkiye’de İngiliz Dili Eğitiminde Drama Hakkında Yapılan Çalışmaların Karşılaştırmalı Bir Alanyazın Taraması

ÖZGEHAN UŞTUK, DİLEK İNAN