Using Drama in Teaching English As A For

The First Conference on New Perspectives in ELT, Using Drama in Teaching English as a Foreign Language
Linguistics and Literature within the Framework of Communicative Language

Teaching (CLT)
Islamic Azad University, Sanandaj Branch Ali Malmir & Saeid Najafi Sarem
Using Drama in Teaching English as a motivation to learn. It can provide

Foreign Language within the Framework varied opportunities for different uses of
of Communicative Language Teaching language and because it engages
(CLT) feelings it can provide a rich experience
of language for the participants. Drama
Ali Malmir1 is inevitably learner-centered because it
a.malmir@yahoo.com can only operate through active
PhD Candidate of TEFL, Allameh cooperation. It is therefore a social
Tabataba’i University activity and thus embodies much of the
theory that has emphasized the social
Saied Najafi Sarem2 and communal, as opposed to the purely
s_najafisarem@yahoo.com individual, aspects of learning Several
Toyserkan Islamic Azad University dramatic activities such as scenarios,
Young Researchers Club, Toyserkan, improvisation, role-play, different
Hamedan games, and simulation has been
discussed in this paper.
Key Words: Drama; Communicative
Abstract Language Teaching (CLT); Simulation;
With the use of drama, we want to find Role-Play; Scenario; Improvisation
a systematic approach to education
which invites pupils to participate, to 1. Introduction
search, to use their creativity and Being a part of society implies a
aesthetic competence. In addition, we relationship with the environment and to
want them to learn to see and feel the different people. This makes it possible that
experience of drama, and to invite them people can use their communication skills.
to communicate in a better way, Unfortunately, the mass media doesn’t help
improving their oral skills. This has not people to improve their knowledge and use
been developed in an adequate way, of language. Television, radio and
because teachers have focused their technology in general are not enough to
efforts on reading and writing. There develop language, because people need
are many reasons in favor of using other people to communicate with. Besides
drama as a pedagogic technique in the family, friends and technology, students
language classroom. It is fun and have a school which will educate them to
entertaining and can therefore provide learn how to be a part of a democratic
environment in which they live, and
1
develop tolerance and respect. Because of
PhD Candidate of TEFL at Allameh this, it is very important that schools
Tabataba’i University , Tehran , Iran promote speaking, listening and dialogue,
2
English language teacher at Islamic Azad because communication is very closely
University of Toyserkan related to education. If human beings can
communicate and share experiences in a
better way, their lives will be more
E-mail address: a.malmir@yahoo.com &
satisfactory.
s_najafisarem@yahoo.com
In the last two decades much emphasis
Tel: 0912 4970116
has been put on the Teaching of English as
1
Teaching (CLT)
a Foreign Language (TEFL) using the manifestations of literature with potentials

"Communicative Language Teaching" for language teaching.
(CLT). This has brought about very Drama can be fundamental in establishing
important changes in the approach to better communication, because it shows
TEFL. Based on Richards and Rodgers many aspects of life and includes also
(2001), CLT paid attention to all of the four elements related to creativity and fantasy.
language skills and integrated them. What Thus in EFL teaching , we can use drama,
is important in CLT is that language is seen although until recent times it has not had
as a means of communication. The learner got enough recognition, perhaps due to
in CLT is seen as an active participant in ignorance, losing in this way aspects as
the process of language learning in the important as expression or sensitivity. At
classroom. Teachers who advocate the the same time, using drama, we can help
Communicative Language Teaching (CLT) people to develop language skills in general
are expected to come up with activities that and oral skills in particular. Drama is very
would promote self-learning, group effective in teaching speaking because it
interaction in authentic situations, can provide the learners with useful chunks
meaningful learning and peer teaching. of language and it prepares the grounds for
Literature has always been viewed by a longer interaction. The reason is that
the second language educators to be a very drama can be interpreted and understood
important resource for classroom activities, differently by different learners and
for developing materials which two really accordingly it can cause many exchanges.
tell concern for the wire curricula ratios. The purpose of this paper is to discuss
The suitability and usefulness of literature how drama can be utilized in EFL
has been reported by many scholars and classroom. This paper is also an attempt to
language practitioners in ms Iran language relate the use of drama to the
teaching. Nearly one of the educators, Communicative Language Teaching (CLT)
language researchers, and experts in in TEFL. It first discusses the general
literature has emphasized that literature can concept of the CLT and Communicative
provides an authentic, meaningful, creative Activities. It then discusses some
basis for language EFL /ESL development. definitions related to drama and the value
According to Maley (1989) literature has of drama in education. After that the paper
some intrinsic characteristics which make it deals with the position of drama in TEFL.
very rich for language teaching in general This is followed by a description of some
and for foreign / second language teaching of the dramatic activities - role-play,
in particular. scenarios, simulation, games, and
Literature is universal, interesting, improvisation.
various, non-trivial, and therefore it can be
used in the language classroom in different 2. Communicative Language Teaching
EFL and ESL contexts. Literature has (CLT)
different types: poetry, short a story, novel, Communicative Language Teaching
and drama. Different types of literature (CLT) emerged in the 1980s based on the
have been reported to be beneficial for work of British linguists like Halliday. It
language teaching in many studies by had a very significant effect on nearly all
different researchers in different parts of aspects of language teaching. Based on
the world. Drama is one of the peculiar Richards and Rodgers (2001), CLT paid
2
Teaching (CLT)
attention to all of the four language skills. lexical, morphological,

What is important in CLT is that language syntactic, and phonological
is seen as a means of communication in real features of a language and to
word contexts. Based on Larsen- Freeman make use of these features to
(2001), CLT draws upon a functional interpret and form words
model of language and emphasizes on the and sentences. 'Discourse
development of "communicative competence' is concerned
competence" as the goal for language not with isolated words or
learning. Here the negotiation of meaning phrases but with the
is more important than the forms of the interconnectedness of a
target language. series of utterances, written
Communicative Language Teaching words, and / or phrases to
(CLT) refers to the beliefs and theories of form a text, a meaningful
language teaching which emphasize that whole. 'Sociocultural
the goal of language learning is competence' extends well
communicative competence. (Richards & beyond linguistic forms and
Rodgers, 2001). "Communicative is an interdisciplinary field
competence" here refers not only to of inquiry having to do with
knowledge of the grammatical rules of a the social rules of language
language and how to form grammatical use. The coping strategies
sentences but also to know when, where that we use in unfamiliar
and to whom to use these sentences in a contexts, with constraints
speech community. (Savignon, 2001). due to imperfect knowledge
Communicative competence was of rules or limiting factors in
proposed by Hymes for the first time in their application such as
1972. According to Richards and Rodgers fatigue or distraction, are
(2001, p. 159), "Hymes's theory of represented as 'strategic
communicative competence was a competence' (pp.17-18).
definition of what a speaker needs to know
in order to be communicatively competent According to Richards and Rodgers
in a speech community". Later Canale and (2001), CLT pays more attention to
Swain (1980) developed the concept of meaning and authentic communication as
communicative competence (Cited in well as fluency, and all language skills are
Brown, 2007). Their model for important in learning a foreign language.
communicative competence had four In fact, “CLT is directed at enabling
components: grammatical competence, learners to function interactionally and
sociolinguistic competence, discourse transactionally in an L2 (Ellis, 2003, p.27).
competence, and strategic competence. But It is assumed that foreign language learning
the most comprehensive definition of is facilitated when learners engage in
communicative competence has been interaction and meaningful communication.
provided by Savignon (2001): The advocates of CLT think that language
'Grammatical competence' learning is a gradual process that involves
refers to sentence- level the creative use of language and trial and
grammatical forms, the trial. Although errors are normal product
ability to recognize the of learning, the ultimate goal of learning is
3
Teaching (CLT)
to be able to use the new language both language. These activities should have
accurately and fluently. The role of teacher three features in common: information gap,
in CLT is the facilitator as well as a choice, and feedback (Larson-Freeman,
participant in the learning teaching process. 2001). Games, role plays, problem-solving
In addition the teacher is a needs analyst, a tasks are well-known examples of
counselor, and a group of process manager. communicative activities. An information
The learner here is a negotiator and gap activity exists when a person in an
interacts with other students in the exchange knows something that other
classroom in order to communicate the interactant does not. In addition, in a
intended meanings. communicative activity the speaker has a
In the Communicative ESL Classroom, choice of what s/ he will say and how s/he
roles are changed. The teacher becomes will say it. Yet a communicative activity
less the actor and more the director. The should have feedback because true
teacher plans the lesson and leads the communication is purposeful and the
students through the various activities. In speaker is able to evaluate whether or not
an interactive classroom, the students act the intended purpose has been achieved
both as the performers, taking up more of based upon the information s/he receives
the talk-time of the class, and from the other interactant. Communicative
simultaneously as the audience: instead of activities are not restricted to conversation
students always directing their comments to and may involve listening, speaking,
the teacher, as in the traditional classroom, reading, writing or an integration of two or
the students speak more to each other. The more of these skills (Richrds, 2005).
teacher joins the class as a member of the Also the communicative activities which
audience while also facilitating are used in the CL T class should be based
communication. on authentic materials which have been
The rationale for this is simple: It is the written for the real world use. Such
students who need the practice, not the materials are claimed to give students
teacher. The teacher (the director of this opportunities to develop strategies for
planned, staged event we call "class") understanding language as it is actually
knows that mastery of a language requires used. Furthermore, communicative
frequent practice by the students. The goal, activities are often carried out by the
therefore, of communicative language students in small groups. The nature of
teaching is to provide students with the these activities demands the meaningful
most frequent opportunity to use the interaction between students in order to
language (to perform) in the controlled gain information or sole a problem
environment of a classroom (their stage). (Widdowson, 2003).
This frequent practice enables students to The use of communicative activities can
more quickly reach a level of proficiency help EFL language learners to obtain
that enables them to communicate communicative competence. The essence
effectively in the world outside of class. of Communicative Language Teaching
3. Communicative Activities in EFL (CLT) is to communicate with another
Classroom person in the classroom and in the long
Communicative activities are those term, the society. Drama used in the
classroom /learning activities which classroom can be considered a
involve doing something by using communicative activity since it fosters
4
Teaching (CLT)
communication between learners and informal drama (creative dramatics) as it is

provides opportunities to use the target used in the language classroom and not on
language for conveying ideas and attitudes stage. The participants in the drama
in a meaningful way. Accordingly, this activities are thus learners and not actors.
paper has tried to explore if drama as an
interesting part of literature can help EFL 5. The Value of Drama in Education
language learners develop language skills Collie and Slater (1987 cited in Po Chi,
and if that is the case how drama can be 2006) have focused on the positive
helpful in teaching English as a foreign contributions language learning through
language within the framework of literature could make in that literary texts
Communicative Language Teaching. constituted valuable authentic material as it
4. Drama and Dramatic Activities exposes the learner to different registers,
A composition, in prose or poetry, types of language use and real
accommodated to action, and intended to communication. Regarding the position of
exhibit a picture of human life, or to depict literature Hall (2005) stats that:
a series of grave or humorous actions of In second language teaching
more than ordinary interest, tending toward situations, when language is
some striking result. It is commonly required more immediately
designed to be spoken and represented by for communication, and at
actors on the stage. Drama is an art form lower schooling levels,
that explores the human conflict and literature is more likely to be
tension. The generally takes the form of a integrated into a
story presented to an audience through communicative curriculum,
dialogue and action. The story is conveyed where language issues are
using the elements of the theater: acting, focused on and difficult or
costumes, props, scenery, lighting, music, distracting literary features
and sound. are played down (p.47).
Demand has an emotional and All of the peculiar features of literature
intellectual impact on both the participants contribute to the development of
and audience members. It holds up mirror communicative competence in EFL
for us to examine ourselves, deepening our language learners. According to some other
understanding of human motivation and writers (Maley & Duff, 1978; Wessels,
behavior. It broadens our perspective 1987 mentioned in Bang & Young; 2003
through stories portray life from different Cheung & Peatfield 2006) the values and
points of view, cultures, and time periods. uses of drama in language teaching and
Drama has been defined as any activity developing communicative competence are
which asks the participant to portray various. They have asserted that drama can
himself in an imaginary situation; or to help the teacher to achieve these goals in
portray another person in an imaginary several ways. In fact using drama in EFL
situation. Drama is thus concerned with the classroom can overcome the students’
world of 'let's pretend'. It provides an resistance to learning the new language:
opportunity for a person to express himself § by making the learning of the
through verbal expressions and gestures new language an enjoyable
using his imagination and memory. experience
In this paper, drama refers more to § by setting realistic targets for the
5
Teaching (CLT)
students to aim for Drama can provide an opportunity for

§ by creative 'slowing down' of the language learners to become personally
real experience and fully involved in the learning process,
§ by linking the language-learning in a context in which it is possible for
experience with the student's own learners to feel less self-conscious and
experience of life more empowered to express themselves
Wessel (1987) has stated that drama can through the multiple voices when they are
create in students a need to learn the talking instead of or playing the role of a
language by the use of “creative tension” character in the drama. (Vygotsky’s, 1987;
i.e. situations requiring urgent solutions by Bakhtin, 1986; cited in Whiteson, 1996).
putting more responsibility on the learner
rather than on the (mentioned in One of the problems with the use of
Boudreault, 2009). literary texts such as novels and poems for
language teaching is that many of them
As Royka (2002) has pointed out drama contain language forms that learners of a
is claimed to provide cultural and language language find difficult to understand. Such
enrichment by revealing insights into the difficult language forms can be old
target culture features and presenting vocabulary, in form of reduced structures,
language contexts that make items literary styles for expressing ideas and
memorable by placing them in a realistic some cultural information which dates back
social and physical context. In fact EFL to the past and the language learners are not
learners can make comparisons between familiar with. Such a problem can be
their own culture norms and those of the solved to some extent by simplifying them,
target language culture that deepen their often leading to a loss of literariness-
view toward both of the two cultures. It leading to criticism that the texts became
also can develop culture tolerance in pale imitations of the original writing. In
students which is the necessary other solution for this is to use the literature
characteristic for the students who are in which has been written for the younger
the multi-cultural classrooms the many of language learners. Literature experiments
the countries all over the world. and language practitioners think that’s the
Hall (2005) contends that literature plays latter is better because it preserves the
a very important role in communicative authenticity and literary characteristics.
language teaching classroom when he says: Drama can be used for language teaching
The communicative purposes institute of novel, poetry and
approach argues for the some other less famous forms of literature.
importance of meaning and Dram is more open for simplification and
personalization for learners, change and it has been approved to be more
for affective values in interesting for the language learners.
learning, for the use of The basic idea to the development of
authentic materials and real creative drama was the realization that the
language and need to play is an important developmental
communication. For all of process in a child. When educationists
this literature was seen as an realized this need, more attention was given
ideal resource (p.55). to the use of drama in education.
Drama can releases imagination and
6
Teaching (CLT)
energy and this could be considered as an the drama-oriented activities tend to be

educational objective and encourages purposeful and demand the active
students to exercise their sensitivity and engagements of the language learners and
imagination and thus makes learning more the student sees the need to communicate
realistic and meaningful (Chauhan, 2004). and concentrates on how to go about a task
The benefits of drama to develop the since drama provides him with a
imagination should not be undervalued. In meaningful context.
our rote school routines of memorization McCaslin (1996) has claimed that drama
and compulsory subject matter, we fosters a sense of responsibility and co-
sometimes do not spend enough time on operation among the students in the
encouraging our students to use their classroom. Drama- related activities
imagination. It is the spark that makes the normally take the form of group work and
ordinary into something incredible. students cannot afford to stay passive for
Imagination is the magic force that is too long. There is a need to belong to the
beyond facts, figures and techniques which group and to complete the task. The
can inspire new ideas. It is with students develop a sense of self worth of
imagination that the ordinary is themselves as they work together. In
transformed into something significant. edition drama has a therapeutic effect and
There is a need to cultivate this trait in our can somehow help solve emotional and
students. behavioral problems. Therefore drama-
Imagination is closely linked to dreams oriented activities consider the affective
and inspires us to get up every morning. and emotional needs of the language
Drama has the capability to keep this alive learners in the target language. Such
and/or rekindle what our routine daily lives activities can also provide the situation in
are burying in ourselves. We need which those students who are not active in
imagination to make a better world. In the classroom be involved and forget their
order to accomplish anything worthwhile, introvert personality and shyness.
we first need to imagine and dream it. We Generally drama-derived classroom
should not neglect this facet of human activities motivate the teacher to meet the
behavior. It may seem like a trivial point needs of the student .The drama activities
but dreams without imagination would be provide opportunities to understand the
like life without color. We would all be thoughts and feelings of the students as
worst off without it. Drama centers around they express themselves in the drama
language development, personal awareness, activities. From the constant feedback
group co-operation, sensory awareness, and provided by the activities, the teacher can
imaginative growth. As an educational tool, plan better strategies for more effective
the use of drama fosters the social, learning and teaching.
intellectual and the linguistic development Cheung and Peatfield (2006) state that
of the child (Vygotsky, 1987 cited in White drama encourages students to exercise their
son, 1996). sensitivity and imagination. Temporary
According to Chauhan (2004) drama suspension of the ego occurs when students
increases learners’ intrinsic motivation and participate in dramatic activities. They have
provokes the high enthusiasm in them for to perceive an experience through the roles
learning language and culture together in a they, take on which are often different from
meaningful and pleasant situation. All of their own. In role-play for example, a
7
Teaching (CLT)
student is given a chance to understand and drama as a pedagogic technique in the

relate to the feelings of others. This language classroom. It is fun and
develops a sense of empathy in the student entertaining and can therefore provide
as he learns to look beyond himself. Drama motivation to learn. It can provide varied
develops moral and social qualities in a opportunities for different uses of language
student. Royka (2002) and Young (2006) and because it engages feelings it can
stated that drama heightened self-esteem, provide a rich experience of language for
motivation, spontaneity, increased capacity the participants. According to Jones (1999),
for empathy, and lowered sensitivity to drama is inevitably learner-centered
rejection. All these facilitate because it can only operate through active
communication and provide an appropriate cooperation. It is therefore a social activity
psycholinguistic climate for language and thus embodies much of the theory that
learning. has emphasized the social and communal,
Generally, drama-derived classroom as opposed to the purely individual, aspects
activities motivate the teacher to meet the of learning. This article offers some
needs of the student .The drama activities practical suggestions for using drama after
provide opportunities to understand the a discussion of how Wittgenstein's notion
thoughts and feelings of the students as of language games can provide further
they express themselves in the drama theoretical insight into the value of drama
activities. From the constant feedback for language learning.
provided by the activities, the teacher can Many researchers and language
plan better strategies for more effective practitioners have argued that only through
learning and teaching. accurate interaction the P errors and the
teacher in the target language within
6. The Use of Drama In TEFL authentic and meaningful contexts can help
Drama has been used for language the EFL learners build up communicative
teaching since the middle ages. About 10 competence and therefore be able to use the
years ago, many teachers used to scoff at language spontaneously and
the idea of using drama to teach a second communicative (Canale & Swain, 1980;
language. The change in attitude towards Savignon, 2001). It has been revealed by
the use of drama in language teaching came conducting some studies that drama-
about due to a greater emphasis on oriented activities of an effective in
meaningful communicative activities developing communicative competence
instead of mechanical drills (Hall, 2003). because of such activities require the
Drama can be used in the teaching of involvement of learners in the dynamic and
English as a Foreign or Second language interactive process of communication.
for a variety of purposes. Language is used Based on O’Neill and Lambert (1982), the
in meaningful situations. Drama meaning of drama is “built up from
contextualizes the language in real or contributions of individuals…….. And
imagined situations in and out of the these contributions must be monitored,
classroom. Language in the class that uses understood, accepted, and responded to but
drama activities is explored, tried out and the rest of the group” (cited in Young,
practiced in meaningful situations 2006, p.2).
(Butterfield, 1993; Gower, 1996). Drama-oriented activities give students a
There are many reasons in favor of using virtual experience in functioning in
8
Teaching (CLT)
extended, realistic discourse in the target contact and communication of meanings.

language and by doing so they help the By verbally and non-verbally taking part in
learner to learn not only appropriate use but created imaginative worlds, learners can
real communicative processes as well. experience how language functions in
Such activities as the whole stress the different situations (Kramsch, 2001).
importance of providing language learners Language experts have emphasized the
with more opportunities to interactive social rules of language as more important
directly with the target language in order to than a mere linguistic interaction in the
acquire it by using it rather than to learn it target language. Many communicative
by studying (Fleming, 2003a). activities in language classrooms, though
One of the principles of communicative they provide useful practice in the
language teaching is that it integrates all of manipulation of linguistic forms, are devoid
the four language skills and drama-oriented of the social meaning in the sense that they
activities can integrate the four skills, as are not an accurate reflection of the target
one activity flows naturally to the next. In language culture. In contrast, drama-
order to participate in the activities, oriented activities that are culturally and
language learners will have to express their socially situated in a meaningful context
ideas, listen to others’ opinions, read may be more useful in the development of
related texts, and let on projects as the communicative competence if the cultural
drama progresses. appropriateness of the learner’s verbal and
Boltan (1992) comments that the use of non-verbal responses are considered
drama-oriented activities is in line with carefully and are paid attention to.
learners multidimensional aspects in a Accordingly, through their varied use of
second/foreign language class. Some language in their search for the most
investigations have revealed that learning appropriate ways to express ideas, the
activities which have been devised based learners could gain insights not only into
on drama can facilitate the learners’ the problems concerning the nature of the
cognitive development and can help them target culture but also into that nature of the
develop better creative thinking, problem- target culture and the human behavior
solving, questioning, and negotiating skills. shaped by it.
In a peculiar characteristic of dram- In addition, drama-activities fulfill many
oriented activities used a group-related of the goals of learner-centered interaction.
nature and this in turn is the source of Learner-centered interaction seeks to
creativity that fosters new ideas and involve the learner more fully in the
provides the better solutions to problems. instructional process, making a far more
According to Vygotsky (1978), individual active use of the learners’ mental powers
learners develop thinking processes through than traditional methodologies. Lamas are
interaction with other individuals. Now, no longer the passive receivers of formal
drama as a group process involves learners knowledge about the target language
in the spontaneous situations which enable conveyed by the teacher. On the contrary,
them to project themselves into the language learners are encouraged to
imagined roles, as a way of exploring and actively participate in activities that are
expressing ideas (cited in Fleming, 1994; designed to exploit their needs or interests
Ellis, 2000). (Hornbrook, 1989; Tarlington & Various,
Drama is essentially social, and involves 1991). Yet another feature of the drama
9
Teaching (CLT)
related activities in the classroom is thinking and the chance for the students to
collaboration among the learners. By be creative. The ELT group will get many
having the students cooperate with each instances where they can develop their own
other, the teacher gives the proper respect ideas as well as skills of cooperation. The
to the students won linguistic resources group work builds social awareness and
Drama can be useful for teaching new understanding as we walk in the ‘shoes of
lexical content, improving the four skills another’.
and especially for enhancing the spoken Drama gives an excellent method for
communication skills of the students. studying human nature and working in
Drama is certainly an excellent technique harmony. The play acting provides the
of communicative language teaching. It opportunity for a healthy release of emotion
can be said that important values and skills in a safe setting which can work to relieve
can be taught through drama. What tension. Ula (2008) contends that all
activities are the most effective as teachers see the value of drama in offering
perceived by students and teachers will be training in speech. What isn’t obvious is
the concentration of my follow-up how even abstract learning is easier when
research. acted or demonstrated. Drama can also be
Drama has the potential to empower the used to bring literature to life for the
students, give them many opportunities to students. While drama does have a
have pride in their work, it teaches them characteristic of recreation, the fun aspect
responsibility, problem solving, shouldn’t be under-estimated. When the
management and directing proficiencies. students are enjoying an activity they are
The many activities of team work force learning and letting their guard down.
students to develop organizational skills Several scientific investigations have
and to think on their feet. These are tools demonstrated that creative, instructional
that can be used in all aspects of their lives. and educational drama activities have
When you think about it, drama is a method positive contributions to the general
to reveal aspects of the human condition; education process and that these activities
life is nothing more than a grand series of improve speaking skills. According to
improvisations. Through the games, the Makita (1995) dramatic and role-playing
students begin to realize the importance of activities are valuable classroom techniques
shared space, time, attention, information that encourage students to participate
and ideas. The games spark spontaneity actively in the learning process. It is
and minimize self-consciousness which important to note that dramatic activity
often inhibits learning. takes several different forms and that the
Drama in the English classroom can teacher can provide students with a variety
provide an opportunity to develop the of learning experiences by deploying
imagination of the students. The students different methodologies according to
can go beyond the here and now and even individual needs, interests and learning
‘walk in the shoes’ of another. It provides levels. In addition, these role-playing
an opportunity for independent thinking activities enable the teacher to create a
(Maley, 1989; McCaslin, 1996). Students supportive, enjoyable classroom
are encouraged to express their own ideas environment in which students are
and contribute to the whole. Creative encouraged and motivated to effectively
drama will offer exercises in critical learn the target language .
10
Teaching (CLT)
main roles which require more oral

The shyness and fear of English communication, while the weaker students
sometimes blocks learning. Michael (1997) compensate for their lack of linguistic
argues that when the students are ability by paralinguistic communication
submerged in an active fun activity, they e.g. body language and general acting
are more open to new concepts and ability (miming).
learning will occur. Drama activities can be
used as a means of reinforcement of 7. Different Drama-Oriented Activities
language learnt. It helps to extend, retain for EFL Classroom
and reinforce vocabulary and sentence Generally it can be said that the use of
structure through role-play and drama and such drama activities in TEFL
communication games. Drama improves do adhere to the principles of the
oral communication. As a form of Communicative Language Teaching (CLT).
communication methodology, drama The final aim in CLT is for the learner to
provides the opportunity for the student to achieve communicative competence. The
use language meaningfully and advocators of the use of drama for foreign
appropriately. State that drama puts back language teaching is that learner will
some of the forgotten emotional content become more imaginative, creative and
into language. Appropriacy and meaning sensitive as he becomes more self-
are more important than form or structure confident in the process of learning English
of the language. Drama can help restore the as a Foreign Language. As it was discussed
totality of the situation by reversing the above using grammar for language learning
learning process, beginning with meaning and teaching is not something you in
and moving towards language form classroom practice.
(Michael, 1997; Fleming, 2003b). This Several studies have discussed a range
makes language learning more meaningful of dramatic activities such as scenarios,
and attempts to prepare the student for real- improvisation, role-play, different games,
life situations. Learning a second language and simulation in second or foreign
can be enjoyable, stimulating and language classroom. Role-play and
meaningful when combined with drama simulation prompts mental and bodily
activities. activity. The activities require active
Shewe and Shaw (1993) state that participation. Concentration is also often
language learning must appeal to the required and it is not easy for a student to
creative intuitive aspect of personality as stay passive for long. Situations are created
well as the conscious and rational part. for the students to use the language
Drama activities can be used to provide meaningfully and this would motivate the
opportunities for the student to be involved students towards participation. The less
actively. The activities involve the student's motivated students will be gradually drawn
whole personality and not merely his into the activity when they see the rest of
mental process. Effective learning takes the group having a good time. These
place as the student involves himself in the activities are claimed to have these merits:
tasks and is motivated to use the target • Are fluency activities
language. The problem of mixed ability is • Are suitable for consolidation
reduced when drama activities are used. • Create sensitivity and a sense of
Students who are more fluent can take the
11
Teaching (CLT)
awareness development of communication skills, it

• Increase motivation encourages leadership, team work,
• Are a break from routine compromise, authentic listening skills and
• Prepare students for real life and practice with real life savior-faire. The
unpredictability (Sam, 1990 cited in practice with role-playing contributes to the
Whiteson, 1996). self-esteem of the students, confidence
increases in English as well as real life;
Using drama-oriented activities are not self-acceptance can be encouraged in subtle
devoid of some negative characteristics ways and acceptance of others.
which should be considered while Assuming a role is an essential element
implementing them in the classroom using in drama. Some theorists see it as intrinsic
communicative language teaching (CL T) to all human behavior whether in games
and language teacher should try to control children play 'or roles that adults play each
them as far as he can. There are many day. Whitear (1998) concurs that role-
discussions about the negative aspects of taking is so flexible that when applied in
communicative drama oriented activities in education, it will suit all personalities and
EFL classrooms. Sam,1990 (cited in teaching circumstances. Generally
Whiteson ,1996) has also classified such a speaking, role-play involves being an
negative aspects of communicative drama- imaginary person usually in a hypothetical
oriented activities for teaching English as a situation and sometimes in a real one. It
foreign or second language as of the also involves a finite interaction between
following ones: characters within a range of possibilities.
• They are artificial Makita (1995) sees role-play as a class
• They are difficult to monitor activity which gives the students the
• They cause embarrassment opportunities to practice the language
aspects of role-behavior, the actual roles
• They encourage incorrect forms
they may need outside the classroom.
• They have cultural bias
According to McCaslin (1996), role-play
• They cause teachers’ fear of losing involves a situation in which a setting,
control participants and a goal problem are
• Spontaneity is lost described. Participants are to accomplish
• Timing lessons is difficult the task given, drawing on whatever
• These activities may not be suitable language resources they can.
for all levels From the above definitions, role-play is
thus an activity which requires a person to
7.1. Role-play take on a role that is real or imaginary. It
In the EFL classroom, role-playing is a involves spontaneous interaction of
powerful tool. It teaches cooperation, participants as they attempt to complete a
empathy for others, decision making skills task. There is a whole range of role-play
and encourages an exchange of knowledge activities. It ranges from the simple to the
between students and with the teacher and complex, from the structured to the
students. This aspect alone would make unstructured. Some examples of the types
role-playing beneficial. Yet, there are of role-play are socio-drama, sketches,
many other positive aspects to the role- story dramatization, mock interviews,
playing. Apart from the obvious business meetings and even debates.
12
Teaching (CLT)
Fleming (2003) refers to role-play as a characteristics and functions. Ulla (2008)

fluency activity where opportunities arise pointed out that the differences between
for the learner to use language freely and role-play and simulation is not important
creatively. Role-play focuses on using but what really matters are the
language as a conversational resource. Real opportunities they offer to the language
life situations and communication are teacher.
unpredictable. A student may learn all the 7.3. Scenarios
correct forms of communication but may Scenarios are those drama-oriented
not know when to use them appropriately. activities which tell the complete story of
Role-play provides opportunities to react to something in an EFL classroom. They are
these situations and to give the students a very powerful techniques for EFL classes
taste of real life. using drama. Di Pierto (1978 cited in
7.2. Simulation Young, 2006) has developed specific drama
Simulation can be defined as a activities for the purposes of language
structured set of circumstances that mirror teaching. He based all of these activities on
real life and participants act as instructed the idea of “strategic interaction” in which
(Dougill, 1987 cited in Whiteson1996). language learners use the target language
Boudreault (2009) defines simulation as purposefully and skillfully in
reality of function in a simulated and communication with others. He used three
structured environment. He further states types of communicative drama-oriented
that reality of function is the key concept in activities in these scenarios:
simulation. Behavior is not controlled in a § Informational: these activities
simulation and the participants bring to the contain grammatical and semantic
situation their own skills, experience and elements
knowledge. § Transactional: these activities
Simulation is often a problem-solving contain the means by which actions
activity to which the student brings his own are motivated in order to achieve
personality, experience and opinions (Ellis, goals through the use of strategies
2000). It involves being oneself or someone in solving problems.
else in a simulated real-life situation. § Interactional: these activities
Authenticity and credibility are important contain the interactions which are
elements in simulation. Often documents initiated by the students in order to
and materials of validity and even realia to convey their intended messages
fix the setting are used to make the
simulation as true to life as possible. 7.4. Games
Simulation was originally used as a The games are good for developing
learning technique in business and military concentration and trust in the classroom.
training. The outcome of the simulation is While the students are having all this fun,
of paramount importance. However, in the they are developing skills of coordination,
ESL class, the end product of the decision imitation while focusing on the task at
reached is of less importance than the hand. Many different communicative
language used and generated to achieve it. games which have been driven from drama
The definitions of role-play and simulation can be used in EFL classes. Such games
show that there is no clear distinction should involve language learners in
between the two. They tend to overlap in meaningful communication in the foreign
13
Teaching (CLT)
language. The language teacher can drama education. Research in Drama

include many interesting and motivating Education, 3, (2),
claims in the EFL classroom in a way that 145-155.
promote communication between the Bolton, G. (1992) .Perspectives on
learners. Classroom Drama. Hertfordshire: Simon
7.5. Improvisation and Schuster.
The improvisation enables the students to
flex their emotional, mental as well as Brown, H. D. (2007). Principles of
physical muscles in a safe and controlled language learning and teaching (5th
setting. The students will develop an Ed.). New York: Pearson Education.
increasing facility to meet changing and Boudreault, C. (2009). Using drama in the
unknown stimuli with immediate ESL classroom. Asian EFL Journal, 22 (1),
responses. The drama activities give the pp.52-
student several avenues to self-awareness. 67.
Drama is the closest literary form to life Butterfield, A. (1993). Drama through
itself. It is a dynamic process that reveals language through drama. Banbury:
and examines aspects of the complicated Kemble Publications.
lives we lead. There are many subtle
benefits to drama in the ELT classroom. Chauhan, V. (2004). Drama techniques for
8. Conclusion teaching English. The Internet TESL
The use of drama activities (role-play, Journal, 10 (10)
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more realistic situation. According to English.
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language. However, it should not be used in principles: An interactive approach
isolation but should be used in an to language pedagogy (2nd. Ed.).
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Ellis, R. (2003). Task-based learning and
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16

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The First Conference on New Perspectives in ELT, Using Drama in Teaching English as a Foreign Language

Linguistics and Literature within the Framework of Communicative Language

Using Drama in Teaching English as a motivation to learn. It can provide

a Foreign Language (TEFL) using the manifestations of literature with potentials

attention to all of the four language skills. lexical, morphological,

communication between learners and informal drama (creative dramatics) as it is

students to aim for Drama can provide an opportunity for

energy and this could be considered as an the drama-oriented activities tend to be

student is given a chance to understand and drama as a pedagogic technique in the

extended, realistic discourse in the target contact and communication of meanings.

main roles which require more oral

awareness development of communication skills, it

Fleming (2003) refers to role-play as a characteristics and functions. Ulla (2008)

language. The language teacher can drama education. Research in Drama

Fleming, Michael. (1994). Starting Drama and principals in language teaching. (2 nd

Hall, G. (2005). Literature in language Richards, J.C. & Rodgers, T. (2001).

teaching and applied linguistics (3rd 21 (2), pp.45-60.

Whitear, S. (1998). English through drama:

Whiteson, V. (1996). New ways of using

Widdowson, H.G. (2003). Defining issues

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