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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dc.contributor.authorRèche, Florian
dc.date.accessioned2025-10-29T12:26:24Z
dc.date.available2025-10-29T12:26:24Z
dc.date.issued2025
dc.description.abstractThis 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.en
dc.description.statusPeer revieweden
dc.description.versionPublished Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationRèche, 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.19.1.2en
dc.identifier.doi10.33178/scenario.19.1.2
dc.identifier.endpage39
dc.identifier.issn1649-8526
dc.identifier.issued1
dc.identifier.journalabbrevScenarioen
dc.identifier.journaltitleScenario: A Journal for Performative Teaching, Learning, Researchen
dc.identifier.startpage17
dc.identifier.urihttps://hdl.handle.net/10468/18124
dc.identifier.volume19
dc.language.isofren
dc.publisherDepartment of German, University College Corken
dc.rights© 2025, 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.subjectImprovisationen
dc.subjectPerformativeen
dc.subjectEnglishen
dc.subjectTheatrical improvisationen
dc.subjectEnactive-performative pedagogyen
dc.subjectEmbodied cognitionen
dc.subjectLanguage anxietyen
dc.titlePrincipes et processus de l’improvisation théâtrale dans une perspective énactive-performative de l’enseignement-apprentissage de l’anglais à l’universitéen
dc.typeArticle (peer-reviewed)en
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Scenario: A Journal for Performative Teaching, Learning, Research. Vol. 19 Issue 1