Scenario: A Journal for Performative Teaching, Learning, Research. Vol. VIII Issue 02

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https://hdl.handle.net/10468/12751

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    Non-verbal communication: Why we need it in foreign language teaching and how we can foster it with drama activities
    (Department of German, University College Cork, 2014) Surkamp, Carola; Fleiner, Micha; Kriechbaumer, Stefan
    Even though non-verbal communication is an essential part of communicative situations, it still is a neglected issue in foreign language teaching. This is quite surprising as no language learner can achieve communicative competence without having some knowledge of non-verbal phenomena, which make communication authentic and serve numerous functions needed for communicative success.Teaching a combination of verbal and non-verbal aspects of communication has positive effects on the language learning process in general and on the students’ willingness to communicate in particular. Furthermore, it is important for language learners to become aware of the role non-verbal communication plays in intercultural encounters. Additionally, the knowledge and awareness of the functions of non-verbal communication also help to develop literary competence since non-verbal phenomena contribute to a text’s meaning and its effect on the reader in both drama and prose.The objectives of this paper are to outline the nature and functions of non-verbal communication, to show why integrating non-verbal phenomena into different areas of FLT can be highly valuable, and to present drama activities that help sensitise students to non-verbal aspects of communication in various contexts.
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    Foreword
    (Department of German, University College Cork, 2014) Fleiner, Micha; Kriechbaumer, Stefan; Fleiner, Micha; Kriechbaumer, Stefan
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    Role-Play Kitchen – A web application
    (Department of German, University College Cork, 2014) Zdarek, Karel; Fleiner, Micha; Kriechbaumer, Stefan
    This paper introduces a web application designed primarily for language teachers to help them create and organize role-play and presents research results of the application testing in an educational setting. The work draws on the author’s previous research on a technique called “Radio Role-Play”, which uses the context of a fictional broadcast studio. Specifically, the idea for the app originated as an answer to certain limitations of the technique, mainly classroom organization aspects and the students’ time management within the role. The qualitative research is intended to find out how students perceive and evaluate the use of technology (the web application on tablets and smartphones) in role-playing, and how their role-playing experience might differ in comparison with non-digital (paper, oral) instruction. The application was tested with three groups of students aged 15-17 at Johannes Kepler Grammar School in Prague, Czech Republic, in May 2014. The data for this qualitative research were collected by means of an open questionnaire. The research findings are complemented with the teacher’s/author’s reflection in terms of the educational processes.
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    Interkulturelle Kompetenz als Herausforderung für das Lehramtsstudium
    (Department of German, University College Cork, 2014) Thiem, Annegret; Fleiner, Micha; Kriechbaumer, Stefan
    Die Vorgaben der Fremdsprachenlehrpläne NRW stellen neben der funktionalen kommunikativen Kompetenz vor allem die interkulturelle Kompetenz in den Fokus der Unterrichtsziele, welche als Studieninhalt vorausgesetzt wird. Der Artikel geht der Frage nach, was genau interkulturelle Kompetenz von Studierenden erfordert und inwieweit diejenigen, die Lehramt Spanisch studieren, überhaupt auf diese Herausforderungen vorbereitet werden bzw. welche Möglichkeiten im Rahmen des Studiums gegeben sind, um Studierende zu bewusst „interkulturell Handelnden“ auszubilden.
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    Shifting perspectives and collapsing binaries: Critical performative pedagogy in the performance studies classroom
    (Department of German, University College Cork, 2014) Newton, Deborah; Fleiner, Micha; Kriechbaumer, Stefan
    Much as performance comes into being by the bodily co-presence of performers and audience, so teaching comes into being by the bodily co-presence of teachers and learners, by their encounters and interactions – their relationship. This paper traverses the process dimension of performative teaching and learning by exploring the productive intersections between critical performative pedagogy (CPP) and performance within the performance studies classroom. It does so by examining the power of performativity in the teaching-learning context where, it is claimed, its major characteristic lies in its ability to destabilise and even collapse the inhibitive binary oppositions evident in classrooms purveying a more traditional, conservative culture of the teaching-learning process.