This article aims at investigating the use and acceptance of drama pedagogy in teaching and learning German as a foreign language. It also investigates how Turkish students evaluate their own stance in dramapedagogy and the reasons underlying their self-assessment. The empirical study took place at an Anatolian high school in Ankara. For this purpose, three teaching units were prepared to teach German texts with drama pedagogy methods. The survey on "Drama Pedagogy Methods in German as a Foreign Language Teaching - A Study on the Self-Rating of Turkish Students" was conducted in 2014-2015 as a questionnaire, and 85 students who attended the tenth grade participated in the survey. Analysis of the quantitative data shows that the majority of the tasks were completed successfully by the students. The results of the qualitative content analysis indicate that the students consider the use of drama-teaching methods to be positive, that they can learn with fun and better understand the content of the lesson. Especially in the warmup phase they are motivated by the simplicity of the tasks. The results also pointed to some of the limitations of drama-pedagogy methods. The students state that they have difficulties in the course if many unknown words occur and they notice that they cannot cope with the learning activity. Particularly in the drama phase, many students are overwhelmed if their German proficiency is not sufficient for the task. In addition to insufficient German proficiency, the incompetence for improvisation, incorrect pronunciation and intonation are given as reasons for poor performance and for not achieving the tasks. The students react especially critically, if they do not understand the text content or the task and if they cannot understand the meaning and purpose of the task. The results indicated that the majority of the students rate the use of drama teaching methods as motivating. They consider drama pedagogy methods support learning German. According to the students, the drama teaching methods are particularly beneficial Drama pedagogy is a holistic teaching and learning method which uses the resources of the theatre for educational purposes (cf. Tselikas 1999: 21; Schewe 1993: 80; Üstündağ 1998: 29). Drama pedagogy is an effective learning and teaching method, since it improves all dimensions of learning and teaching a foreign language (physical, aesthetic, emotional and cognitive) (cf. Küppers 2015: 145; Schewe & Scott 2003: 60; Schewe 2015: 31; Schmenk 2004: 7; Surkamp & Hallet 2015: 7). This article deals with the use, advantages and limitations of drama pedagogy methods in German as a Foreign Language (GFL). Also this article investigates how Turkish students evaluate their own performance in drama pedagogy with the reasons for their self-assessment. They also evaluate their perceptions towards drama pedagogy methods in GFL courses. The empirical study took place in 2014-2015 in a state high school in Ankara and 85 students who attended the tenth grade participated in the survey. For this purpose, three teaching units are prepared and implemented. These three units are developed based on the three-phase model of Tselikas (1999), taking into account the institutional framework and conditions (eg the equipment and seating arrangement of classrooms, classrooms) and aimed to teach three literary texts which are the poem "Fünfter sein" by Ernst Jandl, the fairy tale "Rotkäppchen" by the brothers Grimm and the fable "Der Wolf und das Lamm" by Jean de la Fontaine. Each teaching unit lasted 80 minutes. The research questions are as follows:  How is the acceptance of drama pedagogy by the students in the GFL course?  Can the Turkish students cope with drama pedagogy tasks and activities in the GFL class?  Is students’ performance in three phases of drama teaching (in the warm-up phase, drama phase and in the cool-down phase) good, mediocre or bad?  Why? What are the reasons for this self-assessment? Why are they good, mediocre or bad?  How can drama pedagogy methods in the GFL class support the students?  Which values are offered by drama pedagogy?  Do drama pedagogy methods provide the students and teachers with meaningful ways to support the development of the four communicative linguistic skills? To investigate the research questions, a mixed method approach was employed in data collection. In order to examine student ratings and opinions on "drama pedagogy methods in GFL teaching", data were collected through the questionnaire "Drama Pedagogy Methods in German as a Foreign Language Teaching - A Study on the Self-Rating of Turkish Students". In order to avoid any misunderstandings that can be caused by students’ language proficiency levels, the questionnaire for self-assessment was prepared in Turkish. The questionnaire consists of three sections. In the first section questions are asked to gather information about participants’ demographic information such as gender and age and German language proficiency. In the second section, the participants are asked questions that evaluate all the implemented drama pedagogy activities in the scale of well (“I can handle the task to a very great extent”), mediocre (“I can manage the task in one way”) and bad (“I can barely handle the task”). Then the participants are requested to explain the reason of their evaluations through an open- ended question. They could provide answers in two or three sentences. These explanations are used as the qualitative data which was then analysed through the use of content analysis. The qualitative data were analyzed by using MaxQDA 11 software. For this purpose, the questionnaires filled out by the students were first written into Word, then the text files were imported into the MaxQDA 11 software. As categories were formed in an inductive way, the results are initially thematically coded and evaluated (see Mayring 2000). The classification and revision of the subcategories took place in a further step. In the third step of data analysis, the frequency and percentages for categories and subcategories that emerged in the answers to questionnaire were evaluated and used for analyzing the results. Finally, the answers to the third and final part of the questionnaire which consists of an open-ended question to gather the general opinion on "drama pedagogy methods in the GFL teaching" were analysed. The students expressed their opinion by answering the following question: "What do you think about working with drama teaching methods in the GFL course?" Thematic content analysis was employed to analyse the answers to the open-ended question. The first section demonstrated that the study group (N = 85) consisted of 62.36% girls (n = 53) and boys of 37.64% (n = 32). At the time of data collection, 7 participants (24%) were 17 years old, and all other 78 participants (91.7%) were 16 years old. In addition, it is found that, 42 participants, almost half of the study group (49.41%), assessed their German language proficiency as good, 32 participants (37.65%) rate themselves as mediocre and 11 participants (12.94%) as bad. The second section investigated the students’ self-assessment of their own participation in three phases of the drama-pedagogy based lesson. The results indicate that 64.2% of the students rated their overall participation as “good”. 19% of the students rated their self-assessments as “mediocre” whereas only 16.8% of the students’ evaluated their participation as “bad”. Under the three main categories ‘good’, ‘mediocre’ and ‘bad’, we then generated subcategories. An important point to note here is that subcategories are generated in an inductive way by focusing on what the students’ answers reveal about their self-assessment of the drama-pedagogy methods. In the warm-up phase, 19 subcategories under the category ‘good’; 7 subcategories under the category ‘mediocre’ and 9 subcategories under the category ‘bad’ have emerged. The table below summarizes the most three commonly found subcategories under each category. Table 1. Subcategories of the warm-up phase Categories Subcategories f % Good Learning with fun 39 20.21% More effective learning and better understanding 23 11.92% Increased motivation due to the ease of the activities 20 10.36% Mediocre Understanding problems due to the unknown words 12 29.27% Incomprehensibility of the task objectives 11 26.82% Problems with task achievement 10 24.39% Bad Problems with task achievement: I cannot do it 11 37.93% Problems with physical conditions: hearing, listening and seeing 4 13.79% Not finding the task meaningful 4 13.79% In the main phase of the drama-pedagogy based lessons, 19 subcategories under the category ‘good’ emerged. Under the categories ‘mediocre’ and ‘bad’, 12 categories emerged in students’ responses. The table below will summarize the findings of the subcategories during the main activity. Table 2. Subcategories of the drama phase Categories Subcategories f % Good Simplicity of the task 50 16.78% Drama methods help me achieve the tasks better 41 13.76% Fun factor in learning 40 13.42% Mediocre Understanding problems due to the unknown words 27 23.68% Incomprehensibility of the texts and exercises 25 16.67% Not finding the task meaningful 19 7.89% Bad Understanding problems due to the unknown words 33 34.38% Problems with task achievement: I cannot do it 18 18.75% Too many unknown words 10 10.42% In the cool down phase, we have again investigated the subcategories emerged in students’ responses. We have identified 8 subcategories under the category ‘good’; 5 subcategories under the category ‘mediocre’ and finally 8 subcategories under the category ‘bad’. Table 3 summarizes the subcategories during the cool down phase of the lessons. Table 3. Subcategories of the cool down phase Categories Subcategories f % Good Simplicity of the task 19 25.33% Fun factor in learning 15 20.00% Effective German language learning through communication 10 13.33% Mediocre Not finding the task meaningful 14 51.85%Incomprehensibility of the instructions 7 25.93% Problems with task achievement: I cannot do it 4 14.81% Bad Problems with task achievement: I cannot do it 19 50.00% No interest, no idea, no motivation 7 18.42% Problems in turn-taking 3 7.89% In the third section of the questionnaire, the students are asked an open-ended question regarding their thoughts on their experience of the lesson which employed the drama-pedagogy methods in German language teaching. The results of the qualitative content analysis of the responses to the open-ended question in the third part of the questionnaire showed that 60.8% of the responses were positive, 22.9% neutral and 16.2% negative. Overall, the results show that majority of the students have found the use of drama-pedagogy methods in German language teaching to be very effective. Even though the results also point out to some of the limitations of this methods, drama-pedagogy methods are still widely accepted by the students who found these methods very helpful in German language learning. According to the students, the drama pedagogy methods are particularly suitable for holistic learning. This study provides supporting evidence to previous research on dramapedagogy methods which emphasized the advantages of these methods in language learning. We recommend that there are further studies needed to investigate how to overcome the limitations of drama-pedagogy based methods that this study has revealed and also to improve the effectiveness and the use of these methods in language learning and teaching.