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Question 1
What is Drama?
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Drama is ~
LIFE !
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We have
Relationships
Emotions
Contexts
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Why?
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6. CLT?

7. Interactionism.

8. Learn Language through communication

9. Communicative language Teaching
What is it?

10. Share ideas and opinions with
Other people:
oral, written
Me: oral, written

11. Why?

12. People learn from communicating with others.
Interactionists
Vygotsky + Bruner
People learn from communicating with others.

13. 1.1.2 SLA theories

14. What is it? Primary goal of CLT? develop communicative competence
in the target language
What is it?

15. Appropriate use of language in social contexts
Hymes (1971, 1972)
Appropriate use of language in social contexts
Savignon (1972, 1983, 1991)
Distinguish between a language learner’s mastery of isolated grammar rules and the more complex ability to negotiate meaning and interact with other students

16. Canale and Swain (1980)
Grammatical competence: learners’ knowledge of the structure of the target language.
Discourse competence: to use knowledge of that grammar system to connect sentences in a meaningful manner.
Sociolinguistic competence: is based on the knowledge of the social and cultural rules of the L2 environment
Strategic Competence provides strategies such as repetition, hesitation, fillers, guessing, and body language, which serve to compensate for any breakdown in communication.

17. Brown (1994) Organizational competence (grammatical and discourse)
Pragmatic competence (functional and sociolinguistic)
Strategic competence
Psychomotor skills (pronunciation)

18. Form and Function (Kang, 2005)
Form: linguistic knowledge (linguistic competence in Celce-Murcia et al, 1995; grammatical competence in Canale and Swain, 1980)
Function: using the target language appropriately to the context (actional, discourse, sociolinguistic competence in Celce-Murcia et al, 1995; discourse, sociolinguistic, strategic competence in Canale and Swain, 1980).

19. Familiarity Direct or controlled approaches: Processing
‘skill-getting’
Processing
Indirect or transfer approaches:
‘skill-using’
(Rivers and Temperley, 1978)

20. For Familiarity. Focuses on practicing and drilling.
Songs, chants, substitution practice, repetition, listening.

21. For processing
Need to produce the target language with the speakers’ own purposes, concrete goal to talk about, with
Freedom of choice in language.
TASK BASED
Content Based

22. Kinds of drama activities
1. NON-VERBAL DRAMA
Mime
Still Image.
2. CLOSED ROLE-PLAYS
One word
Scripted role-plays
Open-ended
3. OPEN DRAMA
Mapped
Situational
Simulation 
Debating
Juxtaposition
Processing drama

23. Drama activities in education
Cognitive, social, and aesthetic process concerned with the negotiation of meaning.
Integration of other subject areas. (Look at the dialogue)
Drama is effective in the development of oral language, literacy, motivation, positive attitudes, and social and cognitive skills (Wagner, 1988)

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Drama?
Yes!
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25. Homework
Please read 3.1 ‘Scripted role-play’, songs and chant and echo drama part for next Friday.
Read ‘the role of chunk’ and summarize functional and syntactic role of chunk within 1 page for next Wednesday