19 Animation, Creativity and Dramatization in FLT Techniques for animation and creativity as a resource for learning foreign languages ● Dramatization of everyday situations, stories, characters, jokes and so on ● Group work for creative tasks ● Teacher's roles ●
GARCÍA HOZ, V. (1993): Enseñanza y aprendizaje de las lenguas modernas, Rialp, Madrid STEVICK, E.W. (1982): Teaching and Learning Languages, CUP, Cambridge
Introduction ●
Crucial role in learning: Motivation –
Two kind:
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Intrinsic motivation: internal motivation, do something for own pleasure, its significance. ● Extrinsic motivation: external factors for compelling student to do something (money, good grades...) Effects: ●
Directs behaviour towards goals Leads to increase effort and energy
Increases initiation of and persistence in activities Enhances cognitive processing
Determines what consequences are reinforcing Leads to improved performance
19.1. Techniques for animation and creativity as a resource for learning FL 1. Non-verbal and verbal communication strategies Non-verbal strategies ● ● ● ●
Hand signals object labels Pictures action Facial expressions Picture dictionaries
Verbal strategies ● ● ● ● ● ●
Face students Be confident Speak at a lower rate Pronounce words normally Pause between sentences Use shorter, simpler sentences
2. Teacher interested in students' communication: fluency, not correction Teacher should: ● ● ● ● ● ●
Support their effort for communicate Be a good listener Be patient Focus on meaning, not on grammar Ask for clarification or elaboration Provide peer interaction through cooperative learning
3. Students' active engagement Creating good opportunities to reflect on on learning, e.g.: game where they become the mistake correctors and teacher is the mistake maker (two groups competition – teacher dramatizing) 1. Choose a mistake category (related to the lesson plan at the moment) 2. Prepare mistakes eg. Regular and irregular past tenses 3. Warm up (reviewing the grammar content) 4. Listening to sentences and participating to correct 5. Listen and write: listen to a narrative and write down the verbs that they think are wrong
19.2. Dramatization of everyday situations, stories, characters, jokes and so on 19.2.1. DRAMA ●
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Through workshops: students are allowed to explore and think about an issue, a book, a thought... then a common goal / product is created in the form of mime, improvisation, role-play, simulation... Students must know the script beforehand: preparation using the board and flashcards.
19.2.2. SIMULATION ●
The situation is presented to the students and they have to make decisions, explore, perform upon it.
19.2.3. TELLING JOKES ●
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Ask students to tell a joke (may be not funny translated from their own language). Then tell a joke yourself in English. Exercise: matching questions/answers = English Jokes
19.2.3. ROLE PLAY ●
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Students take on the role of another person and situation is given. Language used in a communicative situation with creativity and imagination. Take into account: Best groups of 3-4 people
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Teacher role: During preparation: assistant for comprehension and guidance
Based on everyday situations: use “realia”
During role-play: listen and write future contents to work on /recording
Students must know what they have to do
After: write general point on the board Avoiding embarrasing students
Role-plays are the most adequate tool in FLT.
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From directed role play to free production stage –
Directed role-play example
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Free production stage: role cards with character information and purpose. (in groups of 5-7) ●
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Preparation: give cards and ask to prepare in 2 minutes First introduce own character, then ask the main character to start the conversation Ending: when they get a conclusion. Did all the characters get their purpose?
Example of big group role-play: “Who am I? Celebrities”
19.3. Group work for creative tasks ●
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Creativity: a mental process involving the generation of new ideas or associations between existing ideas. - making something new. –
Creativity can be trained, although some people are more talented to it.
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Techniques use associations between the goal/ problem, the current state (imperfect solution to the problem) and some provocative randomly selected stimulus (words, images...)
Group work Adventages ● ● ●
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Efficiency of time used Peer-contributing Ability to learn more and understand better through peer-interaction Helping each other More fun Teamwork as a real life strategy
Disadvantages ●
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Different learning rhythms can be an obstacle Roles in class (leader...) Quiet people may not feel confortable Not everybody cooperates Not everybody makes the same effort Time spent talking about other things
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Group works as a resource for FLT ●
Within the repertoire of communicative methodologies in 1970s – –
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At the end of every lesson: whole-class feedback phase for concluding the learning process. Practice also listening Intimate context needed, much tact and sensivity. –
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Teacher Talking Time (TTT) 80% of the time class,so students: not real chance to practice language Now teachers can make students' oral production a priority during the lesson: they help each other, teacher focused on monitoring.
Can create heterogeneous or homogeneous groups, depending on the diversity treatment needed for each case
Should not be used in an authomatic and unthinking way.
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Cooperative learning in work groups
Creative problem solving skills are enhaced
Foster positive social skills Good for
Aid in the retention of information ●
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Encourages learners to rely on their own skills and to see other as valuable resources
Success of communication in group work – key: teacher's beforehand preparation of the task Group distribution: think about grouping and space distribution. Steps to follow: – Set the scene and generate interest Integration situations – Offer a model preparatory task: suggestions – Students preparation time / teacher monitoring: ● ● ● ● ● ●
To show the target language in action To clarify the requirements/ purpose of the task To add useful conversational structures To highlight the conversational framework needed To identify potential problem areas To build student confidence
19.4. Teacher's role RESEACHER
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ORGANIZER
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Investigate on students' background and characteristics Reseach about the theme and resources needed Lesson planning Group, time and space distribution
INFORMER
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Structures and vocabulary needed to carry out the exercise
MONITOR
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Watch the progress of every student
CONTROLLER
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Note down relevant mistakes Control use of the mother tongue language
PROMPTER
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For students, explaining and following its progress
MOTIVATOR
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Mistake treatment: fluency, not correction till the end
GUIDE
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Task is being accomplished on its correct progress
PARTICIPANT
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Role-playing, modelling...
CORRECTOR
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ASSESSOR/ EVALUATOR
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Only those mistakes that can be a problem for the communicative purpose Establishing specific didactic goals for the activity and tools for monitoring it Assessing evey student, their progress and the learning situation
Conclusion ●
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Importance of practising the four communicative skills Receptive
Productive
spoken
listening
speaking
written
reading
writing
Taking into account: –
Input goes before output
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Realistic situations
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Variety
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Confident atmosphere
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