Abstract
Aim: To investigate how learning of English becomes easier through drama, in tribal classroom for learners and how it contributes towards nurturing their creative thinking. Methods: Pre and post tests were taken and Torrance Creative Thinking Test, form (A) was used. The students in control and experimental group were given TTCT form (A). In this study through TTCT form (A) it was tested to what extent teaching through drama nurtured creative thinking of tribal students. It tested the ability of student's individual competence, to be fluent, flexible and original. Results and conclusion: There is a statistically significant difference in mean scores of the pre and post test of the experimental group. The mean of post grades of experimental group is more than the mean of pre grades of experimental group. It indicated that there are statistically significant differences in students' pre and post grades of experimental group. It means teaching English through drama is effective and it fosters creativity of tribal students. Practical application: Teachers in other tribal/rural/urban colleges can teach using drama in their classes to make teaching-learning of foreign language effective and for fostering the creativity of the students. The Torrance test can be used in other research to investigate the influence of teaching subjects other than English. Further research is needed to investigate the influence of teaching English language using drama on teacher’s performance in tribal classroom. Further research can be done to investigate the influence of teaching subjects other than English using drama on the development of tribal students' achievement. Further research can be done to investigate the influence of teaching subjects other than English using drama on the development of tribal students' creative thinking. Originality/Cognitive value: Draws attention toward the effectiveness of teaching English using drama and nurturing students' creative thinking specific for tribal students. Provide teachers with applicable teaching situations using drama for teaching in tribal classroom. Provide results which may be applicable in teaching other subject to different level of students in different eco systems.
Highlights
Introduction to the Internet EditionAcknowledgmentsI am indebted to many people who have helped me both directly and indirectly
The purpose of this book is to take a new look at an old question: the relationship between second language teaching practice and what is known about the process of second language acquisition
The first is comprehensible input containing i + 1, structures a bit beyond the acquirer's current level, and second, a low or weak affective filter to allow the input "in". This is equivalent to saying that comprehensible input and the strength of the filter are the true causes of second language acquisition
Summary
The purpose of this book is to take a new look at an old question: the relationship between second language teaching practice and what is known about the process of second language acquisition. A significant portion of this book is, devoted to summarizing the current state of second language acquisition theory as I see it. I will draw some general conclusions about application to methods and materials, and eventually describe what characteristics effective materials should have. Before going through this exercise, it is important to state in advance that "theory" and "theoretical research" should not be the only input into deciding on methodology and materials. We will see what each has to say about method in second and foreign language teaching My view, for those who like the punch line early, is that all three ways arrive at precisely the same answer. I will conclude that the best methods might be the most pleasant, and that, strange as it seems, language acquisition occurs when language is used for what it was designed for, communication
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