Towards Natural Engagement in Nonexhibitional Dramatic Role-Plays

  1. Russell DiNapoli
Journal:
Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos ( AELFE )

ISSN: 1139-7241

Year of publication: 2003

Issue: 6

Pages: 15-38

Type: Article

DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos ( AELFE )

Abstract

La enseñanza de lenguas modernas y la dramatización han tenido durante mucho tiempo una relación poco clara. En la enseñanza, tanto de segundas lenguas como de lenguas extranjeras así como la de lenguas con fines específicos, a menudo se ha asociado erróneamente la dramatización con juegos didácticos, simulaciones y role-playing. Sin embargo, estas actividades compensatorias, aunque útiles, proporcionan una oportunidad limitada para la interacción oral natural. Este articulo defiende que, al ser un proceso dialógico natural de participación cognitiva y afectiva, la dramatización cuya finalidad no es la producción de un espectáculo, es capaz de generar auténtico significado mediante la acción y el compromiso personal

Bibliographic References

  • Austin, J. L. (1962). How to Do Things with Words. Oxford: Clarendon Press.
  • Barnes, D. (1968). Drama in the English Classroom: Papers Relating to the Anglo-American Seminar on the Teaching of English at Dartmouth College, New Hampshire 1966. Champaign, IL: National Council of Teachers of English.
  • Beutler, S. A. (1976). Practicing Language Arts Skills Using Drama. ERIC Document 136-295. Ann Arbor, Michigan: ERIC Document Reproduction Service.
  • Bird, A. (1979). The Use of Drama in Language Teaching. The English Language Teaching Journal 33,4: 290-296.
  • Bolton, G. (1976). Towards a Theory of Drama in Education. Harlow: Longman.
  • Bolton, G. (1984). Drama as Education: An Argument for Placing Drama at the Centre of the Curriculum. Harlow: Longman.
  • Bolton, G. (1985), Changes in Thinking about Drama in Education. Theory into Practice 24,3: 151-157.
  • Bolton, G. (1992). New Perspectives on Classroom Drama. Hemel Hempstead: Simon and Schuster.
  • Bolton, G. (1993). A Brief History of Classroom Drama: British and Other English-speaking Influences in Schewe & Shaw (eds.) (1993b), 25-41.
  • Brand, M. (1979). The Drama in Language Teaching Workshop. TESOL Newsletter 19,2: 19.
  • Brice Heath, S. (1993). Inner City Life Through Drama: Imagining the Language Classroom. TESOL Quarterly 27,2: 177-192.
  • Cernyak, S. E. & R. C. Reimer (1986). The Drama Workshop: A Lab Alternative. Foreign Language Annals 13,5: 395-397.
  • Cotton, D., D. Falvey & S. Kent (2000). Market Leader: Intermediate Business English. Course Book. Harlow: Longman.
  • Courtney, R. (1990). Drama and Intelligence: A Cognitive Theory. Montreal & Kingston: McGill-Queen´s University Press.
  • Dickson, P. S. (1989). "Acting French: Drama Techniques in the Second Language Classroom". The French Review 63,2: 300-311.
  • DiNapoli, R. (1997). Creative Meaning-Making, in J. Piqué & D. J. Viera (eds.), Applied Languages: Theory and Practice in ESP, 187-197.València: Universitat de València.
  • DiNapoli, R. (2001a). The Logical Status of Dramatic Activity when Teaching American Literature in C. Manuel (ed.), Teaching American Literature in Spanish Universities, 105-110. València: Universitat de València Biblioteca Javier Coy d'Estudis Nord-americans.
  • DiNapoli, R. (2001b). The Power of Dramatising Case Studies in ESP. The Journal of the Imagination in Language Learning and Teaching 6: 66-69.
  • DiNapoli, R. & V. Algarra. (2001a). Role-Plays as Strategically Active Scenarios in A. I. Moreno & V. Colwell (eds.), Perspectivas Recientes sobre el Discurso/Recent Perspectives on Discourse. León: Asociación Española de Lingüística Aplicada & Universidad de León, 151 (CD Rom). See also ERIC Document ED 456-642.
  • DiNapoli, R. & V. Algarra (2001b). Beyond Problem-Orientedness in Simulation Tasks in S. Posteguillo et al. (eds.), Methodology and New Technologies in Languages for Specific Purposes, 87-93. Castelló: Universitat Jaume I, Col.lecció Estudis Filològics.
  • Di Pietro, R. J. (1976). Language as Human Creation. Washington, D.C.: Georgetown University Press.
  • Di Pietro, R. J. (1981). Discourse and Real-Life Roles in the ESL Classroom. TESOL Quarterly 15,1: 27-33.
  • Di Pietro, R. J. (1987). Strategic Interaction. Cambridge: Cambridge University Press.
  • Dow, A. R. & J. T. Ryan Jr. (1987). Preparing the Language Student for Professional Interaction in W. Rivers (ed.), Interactive Language Teaching, 194-210. Cambridge: Cambridge University Press.
  • DRAE (1992). Diccionario de la Lengua Española, 21st ed. Madrid: Real Academia Española.
  • Elam, K. (1980). The Semiotics of Theatre and Drama. London & New York: Methuen.
  • Evans, D. (2002). Emoción[:] La Ciencia del Sentimiento. Traducción P. Hermida Lazcano. Madrid: Taurus (Santillana).
  • García-Carbonell A., & F. Watts (eds.) (1997). Simulation Now! Simulación ¡Ya!. València: Diputació de València.
  • García-Carbonell A., B. Rising, B. Montero & F. Watts (2001). Simulation/gaming and the acquisition of communicative competence in another language. Simulation & Gaming: An International Journal of Theory, Practice and Research 32,4: 481-491.
  • Goodale, M. (1998). Professional Presentations[:] a video-based course. Cambridge: Cambridge University Press.
  • Gragg, C. I. (1980). Because Wisdom Can´t Be Told. Case Study No. 9-451-005. Cambridge MA: Harvard Business School.
  • Grice, H. P. (1967). Logic and Conversation. Unpublished MS of the William James Lectures, Harvard University.
  • Grice, H. P. (1975). Logic and Conversation in P. Cole & J. L. Morgan (eds.) Syntax and Semantics 3: Speech Acts, 41-58. New York: Academic Press (Part of Grice 1967).
  • Grice, H. P. (1989). Studies in the Way of Words. Cambridge, MA: Harvard University Press.
  • Hayes, E. (1976). Drama is English in Action. Language Arts 53,2: 179- 183.
  • Hegman, J. (1990). Integrating the Arts in the Foreign/Second Language Curriculum: Fusing the Affective and the Cognitive. Foreign Language Annals 23,4: 301-313.
  • Holden, S. (1981). Drama in Language Teaching. Harlow, Essex: Longman.
  • Horwitz, E. K. (1985). Getting Them All into the Act: Using Audience Participation to Increase the Effectiveness of Role-Play Activities. Foreign Language Annals 18,3: 205-208.
  • Jackson, T. (ed.) (1993). Learning through Theatre: New Perspectives on Theatre in Education. London & New York: Routledge.
  • Johnson, L. & O'Neill, C. (eds.) (1984). Dorothy Heathcote: Collected Writings on Education and Drama. Evanston, IL: Northwestern University Press.
  • Jones, K. (1995). Simulations. A Handbook for Teachers and Trainers. Revised edition. London: Kogan Page.
  • Kao, S. M. & C. O'Neill (1998). Words into Worlds: Learning a Second Language through Process Drama. Stamford, Connecticut: Ablex Publishing Corporation.
  • Lindsay, P. (1973). The Use of Drama in TEFL. The English Language Teaching Journal 29,1: 55-59.
  • Long, S. P. (1986). A Strategy for Long Term Role-Play in the Second Language Classroom. Foreign Language Annals 19,2: 145-148.
  • Lyman, S. M. & M. B. Scott (1975). The Drama of Social Reality. New York: Oxford University Press.
  • McCaslin, N. (1984). Creative Drama in the Classroom. New York & London: Longman.
  • McIntyre, B. M. & B. J. McWilliams (1959). Creative Dramatics in Speech Correction. Journal of Speech and Hearing Disorders 24,3: 275-279.
  • MacKenzie, I. (2002). English for Business Studies and Economic Students. 2nd ed. Cambridge: Cambridge University Press.
  • Maley, A. & A. Duff (1984). Drama Techniques in Language Learning. A resource book of communication activities for language learners, new ed. Cambridge: Cambridge University Press.
  • Moscowitz, G. (1978). Caring and Sharing in the Foreign Language Class. Rowely, MA: Newbury House.
  • Nomura, Y. (1982). Pinch and Ouch: English through Drama. Cambridge: Cambridge University Press.
  • NSOED (1993). The New Shorter Oxford English Dictionary On Historical Principle. Oxford: Oxford University Press.
  • O'Neill, C. (1989). Dialogue and Drama: The Transformation of Events, Ideas, and Teachers. Language Arts 66,5: 528-540.
  • O'Neill, C. (1995). Drama Worlds: A Framework for Process Drama. Portsmouth, New Hampshire: Heinemann.
  • O'Toole, J. (1976). Theatre in Education: New Objectives for TheatreNew Techniques in Education. London: Hodder and Stoughton.
  • O'Toole, J. (1992). The Process of Drama: Negotiating Art and Meaning. London & New York: Routledge.
  • Pabón de Urbina, J. M. (1997). Diccionario Manual Griego-Español. Barcelona: Vox
  • Packard, W. (1987). The Art of the Playwright: Creating the Magic of Theatre. New York: Paragon Publishers.
  • Parry, C. (1972). English through Drama. Cambridge: Cambridge University Press.
  • Porcher, L. (1980). Reflection on Language Needs in the School. Strasbourg: Council for Cultural Co- Operation of the Council of Europe.
  • Puhl, C. A. (1987). Integrating Communicative and Rule-Based Methodologies through the Scenarios of Strategic Interaction in J. P. Lantolf & A. Labarca (eds.), Research in Second Language Learning: Focus on the Classroom, 141-149.
  • Norwood, New Jersey: Ablex. Scarcella, R. C. (1978). Socio- Drama for Social Interaction. TESOL Quarterly 12,1: 41-46.
  • Schewe, M. & Shaw, P. (1993a). "Introduction" in Schewe & Shaw (eds.) (1993b), 7-24.
  • Schewe, P. & P. Shaw (eds.) (1993b), Towards Drama as a Method in the Foreign Language Classroom. Frankfurt am Main, etc.: Peter Lang.
  • Searle, J. R. (1969). Speech Acts. Cambridge: Cambridge University Press.
  • Searle, J. R. (1974/1975). The Logical Status of Fictional Discourse". New Literary History 6: 319-332.
  • Searle, J. R. (1976). The classification of illocutionary acts. Language in Society 5: 1-24 (reprinted in Searle, 1979: 1-29).
  • Semke, H. D. (1980). German Cafe- Theater: A Venture in Experiential Learning. Foreign Language Annals 13,2: 137-139.
  • Short, M. H. (1981). Discourse Analysis and the Analysis of Drama. Applied Linguistics 11,2: 180-202.
  • Slade, P. (1954). Child Drama. London: University of London Press.
  • Smith, S. M. (1984). The Theater Arts and The Teachging of Second Languages. Reading, MA: Addison-Wesley.
  • Stern, S. (1980). Drama in Second Language Learning from a Psycholinguistic Perspective. Language Learning 30,1: 77-100.
  • Stone McNeece, L. (1983). The Uses of Improvisation: Drama in the Foreign Language Classroom. The French Review 66,6: 829-839.
  • Tiefenbrun, S. W. (1972). The Use of Planned Dramatic Scenes with the Audio-Lingual Method. The French Review 45,4: 855-859.
  • Verriour, P. (1985). Face to Face: Negotiating Meaning through Drama. Theory into Practice 24,3:181-186.
  • Via, R. A. (1976a). English in Three Acts. Hawaii: The University Press of Hawaii.
  • Via, R. A. (1976b). "Participatory Drama". Language Arts 53,2: 175-178.
  • Via, R. A. (1987). The Magic If of Theater: Enhancing Language Learning through Drama in W. Rivers (ed.), Interactive Language Teaching, 110-123. Cambridge: Cambridge University Press.
  • Vitz, K. (1984). The Effects of Creative Drama in English as a Second Language. Children's Theatre Reveiw 33,2: 23-26.
  • Walker, T. A. (1977). "Language through Drama". The English Language Teaching Journal 31,2: 141-145.
  • Wessels, C. (1991). From Improvisation to Publication on an English Through Drama Course. ELT Journal 45,3: 230-236.
  • White, J. (1984). "Drama, Communicative Competence and Language Teaching: An Overview". The Canadian Modern Language Review 40,4: 595-599.
  • Whiteson, V. (ed.) (1998). New Ways of Using Drama and Literature in Language Teaching. Washington, D. C.: TESOL.
Data source: Dialnet