DRAMA IN SECOND LANGUAGE LEARNING FROM A PSYCHOLINGUISTIC PERSPECTIVE

Susan L. Stern

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EFL/ESL Teaching and Learning Linguistics and Language Analysis Creative Drama in Education

Abstract

This study lays the theoretical groundwork for a psycholinguistic understanding 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 spontaneity; increased capacity for empathy; and lowered sensitivity to rejection. An exploratory study was undertaken on an informal basis. It consisted of administering 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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1975AFFECTIVE FACTORS AND THE PROBLEM OF AGE IN SECOND LANGUAGE ACQUISITION 1972The effects of experimentally induced changes in ego states on pronunciation ability in a second language: An exploratory study 1973Acting-in: practical applications of psychodramatic methods 1977On TESOL '77: Teaching and Learning English As a Second Language: Trends in Research and Practice.1979The Relationship Between Self-Esteem and the Oral Production of a Second Language.

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2016Singing and arts activities in support of foreign language learning: an exploratory study 2013Enhancing the English-Language Oral Skills of International Students through Drama 2012The Role of Drama in Task-based Learning: Agency, Identity and Autonomy 2000FAQs: Learning Languages through Drama.2005Theatre voice training and technology in teaching oral skills: Integrating the components of a speech event 2014Non-Formal Drama Training For In-Service Language Teachers 2021Teaching Through Performing Arts in Higher Education: Examples in Engineering and Psychology 2017

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