Abstract
The purpose of this study was to investigate the effects of drama technique on the vocabulary development while teaching English to Very Young Learners (TEVYLs). The study also attempts to find out the reflections of English teachers about using drama in their classroom practices. To meet these objectives, 23 very young learners (VYL)s and 7 teachers enrolled in an English program of a private kindergarten in Istanbul participated in this study. Data were collected from pre- and post- picture drawings to examine whether there was any difference in the vocabulary gains of the participants. In addition, observations and teacher’s field notes were used to find out the effectiveness of dramatization while TEVYLs. The findings revealed that dramatization led to vocabulary gains in VYLs. The teachers perceived this method and related techniques to be entertaining, motivating and engaging leading to an interactive and dynamic learning environment. Based on these results, the study provides pedagogical implications and suggestions about integrating dramatization in VYLs’ English classrooms
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
