Drama in Second Language Learning From a Psycholinguistic Perspective  

Oleh:

Stern, Susan L.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Learning: A Journal of Research in Language Studies (Full Text) vol. 30 no. 1 (Jun. 1980), page 77-100.
Fulltext: 30_01_Stern.pdf (1.06MB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/LLE/30 Non-tandon: tidak ada Tandon: 1

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Isi artikel

This study lays the theoretical groundwork for a psycholinguistic under- standing of drama in second language (L2) learning. That dramatic activities help L2 learners improve communicative competence was assumed for this study. An investigation into the use of drama in language education, psychotherapy, and speech therapy was then undertaken with the goal of discovering commonly shared assumptions which would provide insight into the psychological processes behind its use in L2 learning. The investigation led to the hypothesis that drama encourages the operation of certain psychological factors in the participant which facilitate communication: heightened self-esteem, motivation, and spon- taneity; increased capacity for empathy; and lowered sensitivity to rejection. An exploratory study was undertaken on an informal basis. It consisted of ad- ministering a questionnaire to 24 nonnative English speakers enrolled in three ESL classes at UCLA who had participated in the same dramatic activities, and administering open-ended questions about the use of drama from the teacher’s perspective to the instructors of these classes. The results of the exploratory study supported the hypothesis.

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