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Attitudes of Turkish EFL Learners Towards the Use of Drama Activities in English

Yıl 2017, Cilt: 14 Sayı: 1, 245 - 277, 02.04.2017

Öz

Bu çalışmanın amacı, 9. sınıf İngilizceyi yabancı
dil olarak öğrenen öğrenciler ile öğretmenlerin İngilizce sınıflarında drama
kullanımına olan tutumlarını bulmaktır. 
Bu çalışma, dil yetilerinin öğretilmesinde dramanın değerinin yansıtıcı
ve özgürleştirici bir araç olarak gösterilmesinde anahtar olacaktır. Ayrıca,
İstanbul-Türkiye’deki K-12 okulunda İngilizce derslerinde drama teknikleri
uygulanarak, öğrencilerin konuşma becerileri ve konuşmaya karşı tutumları
pozitif olarak geliştirilecektir. Bu çalışma, sıcak-oturma, dondurma, kelime
oyunları, stratejik etkileşim ve rol oyunları gibi teknikleri kullanarak dil
kapasitelerini arttıracak destekleyici bir öğretim metoduna öğrencileri
yakınlaştırmayı hedeflemektedir. Çalışmanın bulguları, B1 ve A2 seviyesindeki
yabancı dil olarak İngilizce öğrenen Türk öğrencilerinin drama aracılığıyla
alternatif öğrenme teknikleri keşfettiklerini ve İngilizce derslerine karşı
pozitif tutum geliştirdiklerini göstermektedir.  

Kaynakça

  • Adolph, K. E., & S. E. Berger. (2005). Physical and motor development. In M. H. Bornstein and M. E. Lamb (Eds.), Developmental science: An advanced textbook (5th ed.) (pp. 161- 213). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Aldavero, V. A. (2008). Drama in the development of oral spontaneous communication. Encuentro, 17, 40-43. Retrieved April 12, 2015, from http://www.encuentrojournal.org/textos/alonso.pdf
  • Alhmali, J. (2007). Student attitudes in the context of the curriculum in Libyan education in middle and high schools. (PhD Thesis, University of Glasgow, Scotland).
  • Al-Zahrani, M. (2008). Saudi secondary school male students’ attitudes towards English: An exploratory study. J. King Saudi University, Language and translation, 20, 25-39.
  • Ananda, S. (2000). Equipped for the future assessment report: How instructors can support adult learners through performance-based assessment. Washington DC: National Institute for Literacy.
  • Baker, C. (1992). Attitudes and language. Clevedon, England: Multilingual Matters.
  • Baturay, M. H., & Özbek, G. (2009). Bilgisayar kullanımı etiği ve sağlığı eğitiminin ilköğretim öğrencilerine drama yöntemi ile verilmesi. E-journal of New World Sciences Academy, 4(3), 707- 714.
  • Donmoyer, R. (1991). The first glamourizer of thought: Theoretical and autobiographical ruminations on drama and education. In G. Willis & W. H. Schubert (Eds.), Reflections from the heart of educational inquiry: Understanding curriculum and teaching through the arts. New York: State University of New York Press.
  • Ellis, R. (1984). Classroom second language development. Oxford: Pergamon.
  • Gardner, R. (1985). Social psychology and second language learning. The role of attitudes and motivation. London: Edward Arnold.
  • Ghazali, S., Setia, R., Muthusamy, C., & Jusoff, K. (2009). ESL students’ attitude towards texts and teaching methods used in literature classes. English Language Teaching, 2(4), 51-56. Retrieved August 10, 2011, from http://www.ccsenet.org/journal/index.php/elt/article/viewFile/4445/3786
  • Huebner, D. (1975). Curriculum language and classroom meanings. In W. Pinar (Ed.), Curriculum theorizing: The reconceptualists (pp. 237-249). Berkley, CA: McCutchan.
  • Iamphitakporn, R. (2002). The comparison of English speaking achievement between dramatic activities and non-dramatic teaching for first year accountancy students at Nakhonpathom Technology. (Master Thesis, Graduate School of Silapakorn University).
  • Krashen, S. (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press.
  • Mackey, A. (1999). Input, interaction, and second language development (An empirical study of question formation in ESL). Studies in Second Language Acquisition, 21(4). Retrieved from http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=36661&fileId=S0272263199004027
  • Maley, A., & Duff, A. (2001). Drama Techniques. A resource book of communication activities for language teachers. Cambridge: Cambridge University Press.
  • Maranon, S. (1981). A descriptive analysis of a program of creative dramatics with a bilingual/bicultural content (Spanish/English): Implications for English oral language development.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks: Sage Publications.
  • Mosher, R. C. (2001). Listening as literacy: Children sounding out text. Journal of Curriculum Theorizing, 17, 91-100.
  • Pacyga, J. (2009). Affecting L2 Attitude and motivation through drama. (M.A. Dissertation, Hamline University, St. Paul, MN).
  • Patton, M. Q., & Patton, M. Q. (2002). Qualitative research and evaluation methods. Thousand Oaks, Calif: Sage Publications.
  • Peregoy, S., & Boyle, O. (2008). Reading, writing, and learning in ESL (5th ed.). Boston: Pearson.
  • Reid, N. (2003). Getting started in pedagogical research in the physical sciences. Hull: LTSN Physical Sciences Centre, University of Hull. Retrieved August 9, 2011, from http://hlst.ltsn.ac.uk/assets/ps/documents/practice_guides/ps0076_getting_sarted_in_pedagogic_research_in_the_physical_sciences_aug_2004.pdf
  • Ridel, S. P. (1975). An investigation of the effects of creative dramatics on ninth grade students. Dissertation Abstracts International 36 (December 1975): 355-A.
  • San, I. (1998). The development of drama in education in Turkey. Research in Drama Education, 3(1), 96-99.
  • Visser, M. (2008). Learning under conditions of hierarchy and discipline: The case of the German army (1939- 1940). Learning Inquiry, 2, 127-137.
  • Yin, R. K. (1984). Case study research: Design and methods. Beverly Hills, Calif: Sage Publications.

Attitudes of Turkish EFL Learners Towards the Use of Drama Activities in English

Yıl 2017, Cilt: 14 Sayı: 1, 245 - 277, 02.04.2017

Öz

The purpose of this study is to examine
9th grade students and EFL professionals’ attitudes towards the use of drama in
English classes. This study can be a fundamental key for representing the value
of using drama in improving the language skills of the learners as a tool to
promote reflective and emancipative language learning. Moreover, drama may
enhance students’ oral language proficiency and their attitude in a positive
way by implementing drama techniques within an accelerated framework at a
foundation (private) K-12 School in Istanbul, Turkey. This qualitative study is
intended to familiarize students with a number of drama techniques, such as
hot-seating, frozen frames, verbal games, strategic interaction and role play
through drama for cultivating language competence process as a supplementary
teaching methodology. The findings of the study indicated that B1 and A2
Turkish EFL students have gained the ability to explore new alternative
learning techniques such as drama and positive attitude in English classrooms.

Kaynakça

  • Adolph, K. E., & S. E. Berger. (2005). Physical and motor development. In M. H. Bornstein and M. E. Lamb (Eds.), Developmental science: An advanced textbook (5th ed.) (pp. 161- 213). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Aldavero, V. A. (2008). Drama in the development of oral spontaneous communication. Encuentro, 17, 40-43. Retrieved April 12, 2015, from http://www.encuentrojournal.org/textos/alonso.pdf
  • Alhmali, J. (2007). Student attitudes in the context of the curriculum in Libyan education in middle and high schools. (PhD Thesis, University of Glasgow, Scotland).
  • Al-Zahrani, M. (2008). Saudi secondary school male students’ attitudes towards English: An exploratory study. J. King Saudi University, Language and translation, 20, 25-39.
  • Ananda, S. (2000). Equipped for the future assessment report: How instructors can support adult learners through performance-based assessment. Washington DC: National Institute for Literacy.
  • Baker, C. (1992). Attitudes and language. Clevedon, England: Multilingual Matters.
  • Baturay, M. H., & Özbek, G. (2009). Bilgisayar kullanımı etiği ve sağlığı eğitiminin ilköğretim öğrencilerine drama yöntemi ile verilmesi. E-journal of New World Sciences Academy, 4(3), 707- 714.
  • Donmoyer, R. (1991). The first glamourizer of thought: Theoretical and autobiographical ruminations on drama and education. In G. Willis & W. H. Schubert (Eds.), Reflections from the heart of educational inquiry: Understanding curriculum and teaching through the arts. New York: State University of New York Press.
  • Ellis, R. (1984). Classroom second language development. Oxford: Pergamon.
  • Gardner, R. (1985). Social psychology and second language learning. The role of attitudes and motivation. London: Edward Arnold.
  • Ghazali, S., Setia, R., Muthusamy, C., & Jusoff, K. (2009). ESL students’ attitude towards texts and teaching methods used in literature classes. English Language Teaching, 2(4), 51-56. Retrieved August 10, 2011, from http://www.ccsenet.org/journal/index.php/elt/article/viewFile/4445/3786
  • Huebner, D. (1975). Curriculum language and classroom meanings. In W. Pinar (Ed.), Curriculum theorizing: The reconceptualists (pp. 237-249). Berkley, CA: McCutchan.
  • Iamphitakporn, R. (2002). The comparison of English speaking achievement between dramatic activities and non-dramatic teaching for first year accountancy students at Nakhonpathom Technology. (Master Thesis, Graduate School of Silapakorn University).
  • Krashen, S. (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press.
  • Mackey, A. (1999). Input, interaction, and second language development (An empirical study of question formation in ESL). Studies in Second Language Acquisition, 21(4). Retrieved from http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=36661&fileId=S0272263199004027
  • Maley, A., & Duff, A. (2001). Drama Techniques. A resource book of communication activities for language teachers. Cambridge: Cambridge University Press.
  • Maranon, S. (1981). A descriptive analysis of a program of creative dramatics with a bilingual/bicultural content (Spanish/English): Implications for English oral language development.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks: Sage Publications.
  • Mosher, R. C. (2001). Listening as literacy: Children sounding out text. Journal of Curriculum Theorizing, 17, 91-100.
  • Pacyga, J. (2009). Affecting L2 Attitude and motivation through drama. (M.A. Dissertation, Hamline University, St. Paul, MN).
  • Patton, M. Q., & Patton, M. Q. (2002). Qualitative research and evaluation methods. Thousand Oaks, Calif: Sage Publications.
  • Peregoy, S., & Boyle, O. (2008). Reading, writing, and learning in ESL (5th ed.). Boston: Pearson.
  • Reid, N. (2003). Getting started in pedagogical research in the physical sciences. Hull: LTSN Physical Sciences Centre, University of Hull. Retrieved August 9, 2011, from http://hlst.ltsn.ac.uk/assets/ps/documents/practice_guides/ps0076_getting_sarted_in_pedagogic_research_in_the_physical_sciences_aug_2004.pdf
  • Ridel, S. P. (1975). An investigation of the effects of creative dramatics on ninth grade students. Dissertation Abstracts International 36 (December 1975): 355-A.
  • San, I. (1998). The development of drama in education in Turkey. Research in Drama Education, 3(1), 96-99.
  • Visser, M. (2008). Learning under conditions of hierarchy and discipline: The case of the German army (1939- 1940). Learning Inquiry, 2, 127-137.
  • Yin, R. K. (1984). Case study research: Design and methods. Beverly Hills, Calif: Sage Publications.
Toplam 27 adet kaynakça vardır.

Ayrıntılar

Bölüm Makaleler
Yazarlar

Güneş Yılmaz Bu kişi benim

Yeşim Keşli Dollar

Yayımlanma Tarihi 2 Nisan 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 14 Sayı: 1

Kaynak Göster

APA Yılmaz, G., & Keşli Dollar, Y. (2017). Attitudes of Turkish EFL Learners Towards the Use of Drama Activities in English. HAYEF Journal of Education, 14(1), 245-277.
AMA Yılmaz G, Keşli Dollar Y. Attitudes of Turkish EFL Learners Towards the Use of Drama Activities in English. HAYEF Journal of Education. Nisan 2017;14(1):245-277.
Chicago Yılmaz, Güneş, ve Yeşim Keşli Dollar. “Attitudes of Turkish EFL Learners Towards the Use of Drama Activities in English”. HAYEF Journal of Education 14, sy. 1 (Nisan 2017): 245-77.
EndNote Yılmaz G, Keşli Dollar Y (01 Nisan 2017) Attitudes of Turkish EFL Learners Towards the Use of Drama Activities in English. HAYEF Journal of Education 14 1 245–277.
IEEE G. Yılmaz ve Y. Keşli Dollar, “Attitudes of Turkish EFL Learners Towards the Use of Drama Activities in English”, HAYEF Journal of Education, c. 14, sy. 1, ss. 245–277, 2017.
ISNAD Yılmaz, Güneş - Keşli Dollar, Yeşim. “Attitudes of Turkish EFL Learners Towards the Use of Drama Activities in English”. HAYEF Journal of Education 14/1 (Nisan 2017), 245-277.
JAMA Yılmaz G, Keşli Dollar Y. Attitudes of Turkish EFL Learners Towards the Use of Drama Activities in English. HAYEF Journal of Education. 2017;14:245–277.
MLA Yılmaz, Güneş ve Yeşim Keşli Dollar. “Attitudes of Turkish EFL Learners Towards the Use of Drama Activities in English”. HAYEF Journal of Education, c. 14, sy. 1, 2017, ss. 245-77.
Vancouver Yılmaz G, Keşli Dollar Y. Attitudes of Turkish EFL Learners Towards the Use of Drama Activities in English. HAYEF Journal of Education. 2017;14(1):245-77.