Drama as a communicative tool in the teaching of English

Abstract

This dissertation first outlines the various theories which exist concerning second and foreign language learning, and the teaching methodologies suggested by such theories. Since most of these argue that communication is primary, the writer then considers drama as a tool which can be used in the English language lesson in order to promote oracy skills and enable the realisation of communicative competence in performance. The writer goes on to explore the eclectic nature of drama and points out to the fact that not only does communication underlie all its various definitions, but is its very essence. Consequently, in the penultimate chapter, the writer shows how drama activities can be used as a tool towards the acquisition of communicative competence in the target language, not only by providing ample space for the use of the second language, but also for creating a learning situation which tries to approximate that experienced while acquiring the mother-tongue, and which has been found to be most conducive to language learning. The final chapter describes a pilot study in which the effectiveness of drama as a communicative tool in the English lesson is measured. It gathers all results and analysis together and they are commented upon. A final conclusion is reached.