Immersion in ESL culture: Oral output through acting

C. Gill

Research output: Chapter in Book/Report/Conference proceedingConference contributionResearchpeer-review


Many ESL learners exhibit diffidence in situations where they are required to speak in English. They retreat into their shells because of the threat of embarrassment and a loss of face which are consequences of making errors in grammar and pronunciation. One effective method of inducing them to speak is drama. By putting them in imaginary situations and creating make-believe identities, teachers can give them incentives to participate in oral interaction, thereby increasing the quantity of speech produced and providing increased practice in speaking in the target language. Classroom activities imbued with drama are often enjoyable and evidence indicates that having fun results in reduced inhibitions, thereby creating a relaxed, happy environment that helps generate increasingly unhindered speech production. The more extended their speech, the greater the opportunity for them to improve their speaking skills. The fear of potential embarrassment is reduced by the 'masks' which hide their real identities and their confidence increases as a result.
Original languageEnglish
Title of host publicationProceedings of the 6th International Language Learning Conference
Subtitle of host publicationEmbracing cultural diversity through language learning
EditorsT.S.T. Mahadi
Place of PublicationMalaysia
PublisherUniversiti Sains Malaysia
Number of pages10
ISBN (Print)9789834200657
Publication statusPublished - 2015
EventInternational Language Learning Conference: Embracing Cultural Diversity through Language Learning - Eastern & Oriental Hotel, Penang, Malaysia
Duration: 2 Nov 20154 Nov 2015
Conference number: 6th


ConferenceInternational Language Learning Conference
Abbreviated titleILLC
Internet address


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