Browsing by Subject "Drama in education."
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Item Open Access Teaching Shakespeare : a qualitative meta-analysis(Bilkent University, 2013) Aydın, NagihanThe purpose of this study is to explore studies conducted in the past twenty-five years on teaching Shakespeare, and to prepare guidelines to inform classroom instruction. Principles of qualitative-meta analysis are employed to analyse the studies, and to identify purposes, methods, conclusions and implications. The results are used to prepare aggregated tables depicting the structure of the studies, and to bring to the fore any instructional guidelines that may be considered for teaching Shakespeare. The guidelines that are outstanding are as follows: implementing differentiated instruction and performance-based methodology while teaching Shakespeare is the most fruitful approach, and learning language through Shakespeare’s work is influenced by various elements such as age, language level, background knowledge, culture and even gender.Item Open Access The Use of drama in the communicative approach to foreign language learning(Bilkent University, 1991) Türker, NerminSince the general principles of communicative language teaching are now being widely discussed and debated, language teachers face the need to be flexible with a repertoire of techniques they can adopt for communicative language use. The Communicative Approach to second language Instruction attempts to establish a link between communicative and structural aspects of language. Taking into account that the structural view of language, which concentrates on grammatical forms and structures, is not helpful in developing one’s ability to communicate on his own, the theory of language in the Communicative Approach views language as a means for communication and interaction. In this thesis, it is intended to show to what extent the principles of communicative methodology are realized through drama techniques. Certain activities which are suitable for a particular group of students may not be helpful to others.Therefore, while applying drama techniques in classroom procedure it is for the teacher to choose the activities that best fit the personality of the teacher as well as the students. The use of drama in a foreign language situation does not -suggest that students should memorize their roles through given scripts with their lines written out. It should also be noted that drama is neither viewed as the study of literature nor a performance of a play for an audience on stage like in a theatre. Accordingly, Rivers (1987) stresses that language teachers should not consider the use of drama as a method or an academic subject but as a technique to be used in any language program. Using drama in the foreign language classroom should be a matter of concern to the teacher to set up the situations to handle drama techniques Including role-playing, dialogue work, improvisation, simulation and scene study. Within these situations "the participants interact either as themselves or as other people" (Byrne, 1976, p.ll5).