Abstract
The aim of this study is to teach creative drama techniques to Amasya University English Language Teaching Department students in the scope of Young Learners courses, enrich students’ vision to perform different activities in practicum practices and observe its contributions to the course process. Four stages of creative drama, namely warm-up/relaxation activities, games, improvisation and evaluation were included in this research and supported as a project by the Scientific Research Commission of Amasya University. In this research the scale of attitudes towards creative drama, consisting of 50 items was adapted and used as a highlighting part of ‘‘Teaching English to Young Learners’’ course. As a method, namely qualitative research referring to both descriptive and phenomenological researches was used in the study. Moreover, to support the results of qualitative ones, the quantitative statistics of One-Sample Kolmogorov-Smirnov Test, Wilcoxon Signed Rank Test for Paired Samples were applied to the collected data. Related to the obtained results, it was clearly seen that the teaching English to young learners courses should be enriched with creative drama activities in the process of teacher training and the prospective teachers need to be fostered using this kind of practices during their faculty education.
Highlights
Considering the theoretical dimensions and general characteristics, it is inevitable not to see the relationship between creative drama and foreign language teaching
The present study investigated prospective EFL teachers’ attitudes towards creative drama via an adapted scale and semi-structured interview questions
The results of the study revealed that the majority of prospective EFL teachers have knowledge about the creative drama and voluntarily will use the techniques it offers to them in their future profession
Summary
Considering the theoretical dimensions and general characteristics, it is inevitable not to see the relationship between creative drama and foreign language teaching. According to some researchers, teaching English simultaneously brings creative drama practices. For this reason, creative drama is seen as a powerful tool to improve individuals’ communication abilities. Basic principles created in this direction are series of suggestions that are formed as a result of language and education scientists’ study findings. These suggestions are key features for the teachers and educators who direct this process during foreign language teaching and learning practices. By planning and implementing a classroom interaction appropriate to the basic principles, efficiency in foreign language teaching can be mentioned
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