Maximising Asian ESL learners' communicative oral English via drama

C. Gill

Research output: Contribution to journalArticleResearchpeer-review

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Abstract

This paper proposes that activities based on a variety of drama-based techniques could be valuable in giving Asian ESL
learners opportunities to use communicative spoken English confidently and without restraint during their time in
English-language-speaking countries. These learners often get anxious when in situations where they are required to
speak in English. Fears about making errors related to grammar, fluency and clarity that might cause them to be
embarrassed stand in the way of unencumbered speech output. In addition, cultural issues linked to voice-projection and
body language can hinder oral interaction in English and hamper their motivation to speak. They are, therefore,
deprived of much-needed speaking practice. I find that drama lets my students speak communicatively, free of the dread
of constant correction, in a relaxed and enjoyable learner-centred environment that appears to help diminish their
anxiety and inhibitions. As a result, their motivation to speak increases, leading to extended speech production.
Original languageEnglish
Pages (from-to)221-227
Number of pages7
JournalAdvances in Language and Literacy Studies
Volume7
Issue number5
Publication statusPublished - 2016

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Maximising Asian ESL learners' communicative oral English via drama. / Gill, C.

In: Advances in Language and Literacy Studies, Vol. 7, No. 5, 2016, p. 221-227.

Research output: Contribution to journalArticleResearchpeer-review

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