Perfect disguises: Building an evidence base for improvisational drama techniques

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dc.contributor.authorGoodnight, Kristina
dc.contributor.authorde Graaff, Rick
dc.contributor.authorvan Beuningen, Catherine
dc.date.accessioned2021-08-11T09:59:18Z
dc.date.available2021-08-11T09:59:18Z
dc.date.issued2021
dc.description.abstractDutch secondary school pupils seldom speak the foreign language in class, citing anxiety as a primary factor (Haijma, 2013). Implementing improvisational drama techniques (IDTs), however, could help ameliorate this situation by generating positive affective reactions, such as confidence and joy, and in turn stimulate pupils to speak. The concept IDT in this study contains two key elements. Firstly, participants take on roles in fictitious situations. Secondly, the activities must elicit spontaneous speech as to offer language learners opportunities to practice real-life communication, which is central to the goal of this research. The question driving this study was: What types of IDTs induce positive affective reactions among pupils and, as such, have the potential to stimulate spoken interaction in FL classrooms? The study yielded 77 IDTs associated with positive affective reactions through a literature review and an analysis of student teacher reflections on their IDT use in their English classrooms. This combined evidence lends credence to the conception that it could be the essence of improvisational drama that generates positive reactions, rather than the type of activity—the essence being an invitation to enter a fictional world, combined with the improvisational element that readies learners for spontaneous interactions.en
dc.description.statusPeer revieweden
dc.description.versionPublished Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationGoodnight, K., de Graaff, R. and van Beuningen, C. (2021) 'Perfect disguises: Building an evidence base for improvisational drama techniques', Scenario: A Journal for Performative Teaching, Learning, Research, 15(1), pp. 1-27. https://doi.org/10.33178/scenario.15.1.1en
dc.identifier.doihttps://doi.org/10.33178/scenario.15.1.1
dc.identifier.endpage27
dc.identifier.issn1649-8526
dc.identifier.issued1
dc.identifier.journalabbrevScenarioen
dc.identifier.journaltitleScenario: A Journal for Performative Teaching, Learning, Researchen
dc.identifier.startpage1
dc.identifier.urihttps://hdl.handle.net/10468/11724
dc.identifier.volume15
dc.language.isoenen
dc.publisherDepartment of German, University College Corken
dc.relation.urihttps://journals.ucc.ie/index.php/scenario/article/view/scenario-15-1-1
dc.rights© 2021, the Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.en
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/
dc.subjectDutch secondary schoolen
dc.subjectSpeaking skillsen
dc.subjectImprovisational techniquesen
dc.subjectPerformative teachingen
dc.titlePerfect disguises: Building an evidence base for improvisational drama techniquesen
dc.typeArticle (peer-reviewed)en
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Scenario: A Journal for Performative Teaching, Learning, Research. Vol. 15 Issue 1