@Sakuragi Kouminkan 5th Floor
2:00-5:00pm
Our partners in the Speech, Drama, and Debate Special Interest Group (SDD SIG) are here at your request, we are proud to welcome Eucharia Donnery and Yukari Saiki; our own Rory Banwell, will open up the event with a complementary presentation.
Rory Banwell
The Sociocultural Aspects of the EFL Classroom
A lot of the time students are ill-prepared to deal with the intercultural encounters they will face using English. Classrooms tend to focus on easy to recognize, tangible things of language (grammar, vocab, functions etc) and tend to not go into the sociocultural aspects of language learning in any depth. It will be argued that more sociocultural awareness in language learning could really enhance the learning process. How can this be done?
Eucharia Donnery (Speech, Drama, and Debate SIG)
Drama in the Japanese SLA context: The Perfect Match
For cultural and historical reasons, speaking and oral communication are areas which can pose difficulties for many Japanese English language learners. Nevertheless, it is the teacher’s aim to move students from the teacher-led class to learner linguistic independence. Drama can overcome these difficulties, by communicating affectively THROUGH English, rather than FOR English, while simultaneously promoting long-term learning over short-term study. As the learners’ journey into English progresses, learning moves from the physical confines of the classroom with the teacher in a supportive role to outside of the class in physical collaboration with other learners. As well as emotionally engaging with the tasks, learners express meaning through direct dialogue, replicating the second language struggle to communicate. Drama builds confidence in the learners because fluency takes precedence over accuracy, which is the case initially when learning a second language. Drama also incorporates pronunciation, another area that Japanese EFL learners can find challenging. This workshop aims to demonstrate the rationale for using drama in the Japanese EFL context, moving from the realm of the non-verbal, which can help the most unenthusiastic of learners, into verbal communication. The techniques involved are adaptable for all teaching areas.
Yukari Saiki (Speech Drama, and Debate SIG)
Bringing Drama to Your Class
A common problem in university language classes is a tendency for students to be reserved or shy when speaking out in front of people. Students often say they lack confidence when speaking in public. In order to help students overcome this difficulty I use a modified mini drama procedure in my class. Mini drama is similar to improve activities, but in my class students get 8-10 minutes to prepare for the drama. Nearly 90 percent of students who participated in this drama activity reported that they had greater confidence in public speaking and increased participation in class. Students also reported improved language proficiency as a result of the experience. This presentation will reflect on my experiences teaching international students at Tokai University using a modified version of mini drama, which includes a brief reflection and summary of students’ engagement in the activity.
2:00-5:00pm
Our partners in the Speech, Drama, and Debate Special Interest Group (SDD SIG) are here at your request, we are proud to welcome Eucharia Donnery and Yukari Saiki; our own Rory Banwell, will open up the event with a complementary presentation.
Rory Banwell
The Sociocultural Aspects of the EFL Classroom
A lot of the time students are ill-prepared to deal with the intercultural encounters they will face using English. Classrooms tend to focus on easy to recognize, tangible things of language (grammar, vocab, functions etc) and tend to not go into the sociocultural aspects of language learning in any depth. It will be argued that more sociocultural awareness in language learning could really enhance the learning process. How can this be done?
Eucharia Donnery (Speech, Drama, and Debate SIG)
Drama in the Japanese SLA context: The Perfect Match
For cultural and historical reasons, speaking and oral communication are areas which can pose difficulties for many Japanese English language learners. Nevertheless, it is the teacher’s aim to move students from the teacher-led class to learner linguistic independence. Drama can overcome these difficulties, by communicating affectively THROUGH English, rather than FOR English, while simultaneously promoting long-term learning over short-term study. As the learners’ journey into English progresses, learning moves from the physical confines of the classroom with the teacher in a supportive role to outside of the class in physical collaboration with other learners. As well as emotionally engaging with the tasks, learners express meaning through direct dialogue, replicating the second language struggle to communicate. Drama builds confidence in the learners because fluency takes precedence over accuracy, which is the case initially when learning a second language. Drama also incorporates pronunciation, another area that Japanese EFL learners can find challenging. This workshop aims to demonstrate the rationale for using drama in the Japanese EFL context, moving from the realm of the non-verbal, which can help the most unenthusiastic of learners, into verbal communication. The techniques involved are adaptable for all teaching areas.
Yukari Saiki (Speech Drama, and Debate SIG)
Bringing Drama to Your Class
A common problem in university language classes is a tendency for students to be reserved or shy when speaking out in front of people. Students often say they lack confidence when speaking in public. In order to help students overcome this difficulty I use a modified mini drama procedure in my class. Mini drama is similar to improve activities, but in my class students get 8-10 minutes to prepare for the drama. Nearly 90 percent of students who participated in this drama activity reported that they had greater confidence in public speaking and increased participation in class. Students also reported improved language proficiency as a result of the experience. This presentation will reflect on my experiences teaching international students at Tokai University using a modified version of mini drama, which includes a brief reflection and summary of students’ engagement in the activity.
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