Abstract
Шрайбер Елена Григорьевна, кандидат педагогических наук, доцент кафедры иностранных языков, Южно-Уральский государственный университет, г. Челябинск, shraibereg@susu.ru. Ярославова Елена Николаевна, кандидат педагогических наук, заведующий кафедрой иностранных языков, Южно-Уральский государственный университет, г. Челябинск, yaroslavovaen@ susu.ru. E.G. Shraiber, shraibereg@susu.ru, E.N. Yaroslavova, yaroslavovaen@susu.ru South Ural State University, Chelyabinsk, Russian Federation
Highlights
Nowadays the knowledge of foreign languages, especially English, is considered one of the key competences that enable the future professional to communicate in different social contexts
A question connected with the benefits of drama in foreign language teaching (FLT) and foreign language learning (FLL) at the University level arises
The benefits of using drama techniques may be summarized as follows: 1) increase of motivation in FLL (63 %); 2) opportunity to reveal student’s creative potential (54 %); 3) opportunity to self-express (38 %); 4) ability to work in a team (42 %); 5) development of intercultural communicative competence (68 %)
Summary
Nowadays the knowledge of foreign languages, especially English, is considered one of the key competences that enable the future professional to communicate in different social contexts. The major task of educators is to create the productive teaching environment that implies the use of techniques stimulating learners’ activity and developing their potential. A question connected with the benefits of drama in foreign language teaching (FLT) and foreign language learning (FLL) at the University level arises. Why use drama techniques in FLL and FLT? The idea to use drama techniques in education dates back to the 1950s. The emphasis was made on the personal growth of the individual through creative self-expression. Advocates of drama in education assumed that all learners had the inclination to engage in dramatic play and based their approaches on the minimal intervention of the teacher. Even in the recent history of drama teaching one can find it as a dynamically developed process that encourages personal growth and self-expression of learners [8]
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