首页
外语
计算机
考研
公务员
职业资格
财经
工程
司法
医学
专升本
自考
实用职业技能
登录
外语
Why Use Drama Texts in the Language Classroom? I . Value and use of drama A. The teacher being able to realize "reality" throug
Why Use Drama Texts in the Language Classroom? I . Value and use of drama A. The teacher being able to realize "reality" throug
admin
2015-09-30
33
问题
Why Use Drama Texts in the Language Classroom?
I . Value and use of drama
A. The teacher being able to realize "reality" through drama
—overcoming the students’【B1】______to learning【B1】______
—creating the need to learn the language
B.【B2】______culture and language【B2】______
—revealing insights into the target culture
—providing language contexts
C. Comparison with traditional literature
—using more【B3】______language than in poems and novels【B3】______
—emphasizing the need for enough texts for【B4】______reading【B4】______
II . How to develop the【B5】______of the drama texts【B5】______
A. "a" type analytical approach
B. "b" type【B6】______approach【B6】______
C. teachers basing activities on【B7】______【B7】______
III. Classroom practices linked to standard approaches in drama
A. Warm-up activities
—getting the learner to【B8】______【B8】______
B. The stage of text reading and listening
—while listening or reading task
—the task【B9】______into the text【B9】______
C. Extended activities: comprehending questions
—multiple-choice questions: text attack questions: interpretation and
【B10】______questions【B10】______
【B5】
Why Use Drama Texts in the Language Classroom?
Good morning, everyone. I have emphasized the drama texts’ role in language classroom for several times. This time I’ll try to define what I mean by language learning through drama texts, outline some of the benefits it can bring to the language learning classroom and some of the different methods and approaches that can be utilized to fully exploit the potential of drama and theatre texts.
Writers such as Maley and Duff and Wessels have pointed to the values and uses of drama:(1)Drama can help the teacher to achieve ’ reality’ in several ways. It can overcome the students’ resistance to learning the new language by making the learning of the new language an enjoyable experience, by setting realistic targets for the students to aim for, by creative ’ slowing down’ of real experience and by linking the language-learning experience with the student’s own experience of life. Drama can create in students a need to learn the language by the use of ’ creative tension’ and by putting more responsibility on the learner, as opposed to the teacher. "(2)Drama provides cultural and language enrichment by revealing insights into the target culture and presenting language contexts that make items memorable by placing them in a realistic social and physical context. By allowing reading and the adding of some characterization to a drama text, learners become personally and fully involved in the learning process, in a context in which it is possible for learners to feel less self-conscious and more empowered to express themselves through the multiple voices of the different characters.
One of the drawbacks in the use of literary texts such as novels and poems is that many of them contain language forms that learners of a language find difficult to understand. This could be overcome by simplifying them, often leading to a loss of ’ literariness’—leading to criticism that the texts became pale imitations of the original writing. The lack of suitable texts in the traditional body of literature, in my view opens the door for the inclusion of drama in language learning curricula as(3)it tends to use much more naturalistic language than in poems and novels.(4)Drama texts help to address the need for sufficient texts for worthwhile reading in which suitable materials can be accessed.
Another problem, then, arises.(5)How should we exploit drama texts? Next, I would like to share several approaches with you. First, I call it the "a" type analytical approach. As I have suggested, the analysis of language in a text is just one aspect of its use. In the type "a" approach, language is separated into its phonological, lexical components, etc. and disseminating strategies then adopted. Using this analytical approach, a teacher or course designer would think of a series of structures, language items that were to be "taught". A literary text exemplifying these structures was then selected and used in order to practice or raise the learner’s consciousness of it.(6)Second, it is the "b" type experiential approach. Here, language was not seen as an object but as a tool. Much more emphasis was placed upon, for example, the inductive method of learning through "experiencing" and applying the learner’s experience to the text through encouraging comments, responses and expressions based on the text or its theme. The topic-based syllabus is often seen as more relevant to language learning.
(7)From a task point of view the learner is faced with several levels of achievement or ability that the teacher can use as a basis for designing multi- level activities for students, such as identifying the story, characters, plot: identifying the author’s and characters’ viewpoint, attitude or opinion: understanding the work in relation to its socio-cultural and historical-political context: giving a personal and creative response and answering the question: "does it work as literature?"
Finally, I would like to talk about the stages of a type "b" approach to introducing a drama text to a class of EFL learners. The process involves linking standard approaches in drama to approaches suitable for the classroom. Classroom practice, then, may follow three stages. The first stage is the warm-up.(8)Standard methods in the type "b" approach involve warmer activities to get the learner to anticipate what they’re going to meet in the language in the text using guessing, pre-discussion, or pictures. It involves little or no stylistic analysis. Its aims are to stimulate oral communication, reading for pleasure and to enrich thinking and expression for this reason, drama techniques focusing on waking the imagination, and the body including the vocal chords in preparation for reading or even enacting the text could easily precede this stage. Use of text can be one of the more in-depth and sophisticated drama activities. Warmers, drama games, role-plays, individual and group improvisation can all be used to support higher-level drama activities such as performing the text in the classroom. The idea is that the pre-reading stage will sensitize the learner to the language and concepts to be encountered and engage prior knowledge and experience. Pictures, the book cover, prompt questions, learners’ own memory etc. are used.
The second stage is text reading and listening. The stage may involve two task types: one is the while listening or reading task involves the learner having a task to fulfill based on his or her reading, such as finding out a piece of information from the text:(9)the other is the task inserted into the text such as one where learners complete the task using their own ideas.
The third stage is extension activities format. This stage could incorporate comprehension questions such as: Who? When? What? etc. : multiple-choice questions which are useful for evoking possible alternative answers: text attack questions requiring the learner to realize certain meanings in the text and the way they are achieved in the language use:(10)interpretation and response questions such as what’s the message from the author, what general meanings can we infer from the antagonists’ statements, or what conclusions can we draw about the character and motivations of the antagonists and so on.
Well, of the main approaches I have mentioned, I believe there is no absolute dichotomy between them. You must bear in mind different approaches need to be incorporated in language learning for their relative merits. That’s all for today. Thanks for listening.
选项
答案
exploitation
解析
本题设题点在疑问句处。句(5)是说话者提到的第二个问题,怎样利用戏剧文本。根据题干的语法要求,故答案为exploitation。
转载请注明原文地址:https://kaotiyun.com/show/8oKO777K
0
专业英语八级
相关试题推荐
ANicePlacetoVisitHavingheardthatTorontowasbecomingoneofthecontinent’snoblestcities,weflewfromNewYorkto
BlogCultureThetopictodayisaboutthenewlyappearingphenomenonof(1)______.Themostsignificantrevolutionsofthel
Thereiswidespreadconsensusamongscholarsthatsecondlanguageacquisition(MB1SLA)emergedasadistinctfieldofresearchfro
Theairportoriginallydecidedtocoveruptheposterbecause_____.
Manycancerpatientsarefindingnowhopeinanunusualandcontroversialapproachtocancertreatment.Thenewmethodhasbeen
Punditswhowanttosoundjudiciousarefondofwarningagainstgeneralizing.Eachcountryisdifferent,theysay,andnoonest
Withthemobilephones’entranceintothecommonfamilies,thephonecallsintheclasseshavebecomeahotissue.Somepeoplec
StagesofcultureshockⅠ.IntroductiontoCultureShockA.DefinitionAtypeof(1)【1】______B.Advantages--anoppo
Abouthalfoftheinfantandmaternaldeathsindevelopingcountriescouldbeavoidedifwomenhadusedfamilyplanningmethods
WhichofthefollowingisNOTmentionedasaconsequenceofthedrought?
随机试题
Whatwouldtheworldlooklikewithoutthedollardomination?USofficialsare【C1】________outadealtoendthegovernmentshutd
事业部制结构的特点是()
下列哪一项不属于外阴癌发生的高危因素
A.肾阳虚B.肾阴虚C.肾精不足D.肾气不固E.肾不纳气
某项固定资产原值为5万元,预计使用年限为6年,净残值为2000元,采用年数总和法进行折旧时,第三年折旧额为()元。
经省、自治区、直辖市人民政府批准,经济落后地区城镇土地使用税的适用税额可以适当降低,但降低额不得超过《中华人民共和国城镇土地使用税暂行条例》规定最低税额的20%。()
心理咨询师说“您希望在哪方面得到我的帮助呢?”这种提问方式属于();心理咨询师对求助者实施心理测验时有何不妥()。
某单位男职员人数是女职员人数的,已知男职员比女职员少380人,问该单位一共有多少人?
多年以来,老师已著作等身,那些森林般青翠、幽深的散文,蓊蓊郁郁地,__________了我心底最萧索的季节。她笔下炼过的字,锻过的句,一刀一斧___________一座座关于“生”的雕塑,那种文字不是平面的,而是雕塑一般——固体的、具象的、静默而至美的。填
A、EnrolhiminaNewcastlefootballclub.B、Sendhimtoanafter-schoolartclass.C、Forbidhimtodrawinhisworkb
最新回复
(
0
)