PECULIARITIES OF USING DRAMA IN TEACHING FOREIGN

LANGUAGES
Gaziyeva Z.N.
Gaziyeva Z.N. PECULIARITIES OF USING DRAMA IN TEACHING FOREIGN LANGUAGES

Gaziyeva Zaynab Narimanovna - Senior Teacher,

DEPARTMENT OF THEORY AND PRACTICE OF TRANSLATION,
UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN

Abstract: the main objective of article is to create a semblance of reality in their portrayal
of characters in order for the audience to relate to them and become engaged in the story.
Drama puts the teacher in the role of supporter in the learning process and the students can
take more responsibility for their own learning. Ideally, the teacher will take a less
dominant role in the language class and let the students explore the language activities. In
the student centered classroom, every student is a potential teacher for the group.
Keywords: drama, critical thinking, harmony, role playing, self-esteem, improvisation,
context, pronunciation, organizational skills.
УДК 81-139
Introduction. Drama for second language learners can provide an opportunity to
develop the imagination of the students. The students can go beyond the here and now and
even 'walk in the shoes' of another. It provides an opportunity for independent thinking.
Students are encouraged to express their own ideas and contribute to the whole. Creative
drama will offer exercises in critical thinking and the chance for the students to be creative.
Methodology. A good example of this is role-plays in small groups The foreign
language learning group will have many situations where they can develop their own ideas
as well as skills of cooperation when interacting with classmates. The group work builds
social awareness and understanding as we walk in the 'shoes of another'. 1 Drama gives an
excellent method for studying human nature and working in harmony. The play acting
provides the opportunity for a healthy release of emotion in a safe setting which can work to
relieve the tension of learning in a second language. The advantages of using drama in
second language teaching presented in this chapter include:
1. Drama puts new vocabulary and expressions in their proper context and environment.
2. Drama helps in getting acceptable pronunciation and intonation in English.
3. Drama helps students to take responsibility for their own learning.
4. Drama sets a stress free atmosphere to learn the language.
5. Drama encourages learners and builds up their confidence to speak in public.
6. Drama helps students to build a better understanding of the foreign language culture. 2
Firstly, in drama activities children are exposed to use a foreign language, they have the
chance to speak and communicate in different situations and take various roles; the language
is used meaningfully and appropriately. Drama is one of the techniques that promote
speaking. Through drama activities the students learn how to express opinions, ideas, or
feeling to others by using words or sounds of articulation. Drama is a tool that creates
suitable context for learning, in this way it can support all language skills and it provides
balance between productive and receptive skills. It engages all pupils interactively in a
lesson as well as it enriches students` experience of learning a second language. Drama
activities can help students to develop their oral communication skills and it enables pupils
to communicate in the foreign language with accuracy and fluency. It creates the
opportunity to practise communicating with various social roles in different social contexts
as well as it gives the chance to be creative and puts student in another person‘s place for a

————–
1
Dass, Birkam K. (ed.) (1984) "Communicative Language Teaching". (Anthology Series 14).
Singapore: Singapore University Press.
2
Bird, Allan (1972) "The use of drama in language teaching". ELT Journal 33:4, pp. 290-96.
92
while. Children are engaged in the activities that are not artificial but experience situations
similar to real life; therefore, they do not perceive them as unnatural. Practising speaking in
a pleasurable and meaningful context will result in using language more willingly in real life
situations. 1A good drama teacher can use the practice with role-playing to contribute to the
self-esteem of the students, build their confidence in using the target language (German or
English) as well as develop many of the skills mentioned above which will carry over to real
life. It is certain that self-acceptance can be encouraged in subtle ways and acceptance of
others. Drama has the potential to empower the students, give them many opportunities to
have pride in their work, it teaches them responsibility, problem solving, management and
directing proficiencies. The many activities of team work force students to develop
organizational skills and to think on their feet. These are tools that can be used in all aspects
of their lives. These skills will be useful in the future job market when the students need to
work with others or even in the future job interview when the potential employer asks an
unexpected question and you need to think quickly. When you think about it, drama is a
method to reveal aspects of the human condition, life is nothing more than a grand series of
improvisations. Through the games, the students begin to realize the importance of shared
space, time, attention, information and ideas. The games spark spontaneity and minimize
self-consciousness which often inhibits learning. The games are also good for developing
concentration and trust in the classroom. While the students are having all this fun, they are
developing skills of coordination, imitation while focusing on the task at hand. The
improvisation enables the students to flex their emotional, mental as well as physical
muscles in a safe and controlled setting. Using drama to teach German, French or English
also helps to improve the understanding and retention of a word. By the time a child has
read, rehearsed and acted out a scene focusing on the word 'frustrated', for example, there is
little likelihood of ever forgetting it. The same would not hold true if the word had been
memorised by rote for a vocabulary test. 2
Conclusion. Obviously, then, the active participation required in a drama lesson
involves not only the intellect but also children's imagination and emotions. By encouraging
self-expression, drama motivates children to use language confidently and creatively.
Finally, drama is an appropriate method for teaching children with different learning styles
and at different levels of understanding.

References

1. Bird Allan, 1972. "The use of drama in language teaching". ELT Journal 33:4. Р. 290-96.
2. Crookall David, 1984. "The use of non-ELT simulation". ELT Journal 38:4. Р. 262-273.
3. Dass Birkam K. (ed.), 1984. "Communicative Language Teaching". (Anthology Series
14). Singapore: Singapore University Press.

————–
1
Crookall, David (1984) "The use of non-ELT simulation". ELT Journal 38:4, pp. 262-273.
2
Dass, Birkam K. (ed.) (1984) "Communicative Language Teaching". (Anthology Series 14).
Singapore: Singapore University Press.
93