Principes et processus de l’improvisation théâtrale dans une perspective énactive-performative de l’enseignement-apprentissage de l’anglais à l’université
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Published Version - French
Date
2025
Authors
Rèche, Florian
Journal Title
Journal ISSN
Volume Title
Publisher
Department of German, University College Cork
Published Version
Abstract
This article presents the potential of theatrical improvisation for the teaching and learning of English at university from an enactive-performative perspective (Aden & Eschenauer, 2020a). Considering cognition as an emergent and embodied process, linked to action and interaction, this theoretical framework sheds light on the relevance of the founding principles of improvisation, as developed by Viola Spolin (1906-1994) and Keith Johnstone (1933-2023). The study shows how the process of improvisation, governed by rules such as “Yes, and...” and a focus on a common goal, encourages the development of oral fluency, as well as the contextualised appropriation of grammar, lexicon, phonology and pragmatic skills. It has also been shown that this practice reduces language anxiety by establishing a secure framework (Zondag, 2021), boosts motivation and self-confidence, and develops cross-curricular skills such as creativity and collaboration. Based on classroom observations at the University of Bordeaux, the article uses concrete examples to illustrate how language takes shape in interaction and how constraints can become levers for creativity.
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Keywords
Improvisation , Performative , English , Theatrical improvisation , Enactive-performative pedagogy , Embodied cognition , Language anxiety
Citation
Rèche, F. (2025) 'Principes et processus de l’improvisation théâtrale dans une perspective énactive-performative de l’enseignement-apprentissage de l’anglais à l’université', Scenario: A Journal of Performative Teaching, Learning, Research, 19(1), pp. 17-39. https://doi.org/10.33178/scenario.19.1.2