Transcription of The Use ofDramainEnglish Language Teaching - ed
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The Use ofDramainEnglish Language Teaching - ed
TheUseofDramainEnglishLanguageTeachingPa ulDaviesThisessayaimstoexaminetheuseofdr amaanddramaticactivitiesinEnglishLanguag eTeachingCELT).Itsopeningpartlooksatsome ofthetheoriesbehindtheuseofdramawithlear nersofEnglish,andtriestoanswerquestionss uchaswhatisdrama,whoneedsit,andwhenshoul dit lookatsomepracticalproceduralstrategiess uchaslessonpreparation,students' Language needs,howtopresentandintegratedramaintot helesson, ,simulation,role-play,scriptedplays,impr ovisation, blankettermcovering"awiderangeoforalacti vitiesthathaveanelementofcreativityprese nt"(Hubbardetal1986:317).SusanHoldentake sdramatomeananykindofactivitywherelearne rsareaskedeithertoportraythemselvesortop ortraysomeoneelseinanimaginarysituation: "Inotherwords,dramaisconcernedwiththewor ldof'let'spretend';it asksthelearnertoprojecthimselfimaginativ elyintoanothersituation,outsidetheclassr oom,orintotheskinandpersonaofanotherpers on"(Holden1982:1).
improvisation, and coursebook dialogue. Some concluding remarks finish off the main body of the essay. There are a number of ways in which drama can be defined. It could be seen as a blanket term covering "a wide range of oral activities that have an element of creativity present" (Hubbard et al 1986: 317). Susan
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