DescriptionThis presentation discusses language teachers’ experiences of using drama and other action-based methods in teaching a foreign or second language in Finland. Communicative language teaching and a meaningful use of foreign language has been emphasised in language education for decades. Prior research reveals, however, that much foreign language teaching is textbook based and does not utilise the target language effectively. Nevertheless, the new Finnish national core curriculum calls for activating and versatile instruction methods that allow room for joy, creativity and playfulness. Prior research on drama and action-based methods shows that these instructional techniques are beneficial to student learning and language acquisition. Drama and action-based methods have been found to increase student motivation and concentration, improve oral fluency, and enhance the learning of grammar. The data for this study were collected through an online questionnaire that was distributed in teacher networks in social media and through language teacher associations email lists. The data were analysed with content analysis using the Atlas.ti programme. The findings indicate that the participants were a selected group of language teachers (n=130) who regularly use activating methods. Using drama methods was less common than other action-based methods. This presentation discusses the definitions of drama and action-based methods that the teachers provided and examines the variety of activities that they used. The presentation also critically
appraises the challenges given for not using activating methods and gives suggestions for the inclusion of drama-based activities in language teaching.
|Period||17 May 2019|
|Event title||Linguapeda 2019: null|
|Degree of Recognition||International|