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Drama-based second language teaching and learning
Dissertation (MA)--University of Pretoria 2020.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2021
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| _version_ | 1867613588287389696 |
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| access_status_str | Open Access |
| author2 | Munro, Marth |
| author_browse | Munro, Marth |
| author_facet | Munro, Marth |
| collection | Thesis |
| dc_rights_str_mv | © 2019 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MA)--University of Pretoria 2020. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/78099 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:38:30.789Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/78099 Drama-based second language teaching and learning Munro, Marth marlenekrgr@gmail.com Coetzee, Marie-Heleen Kruger, Marlene Second language teaching and learning Drama-based teaching and learning Embodied cognition UCTD Dissertation (MA)--University of Pretoria 2020. This study engages with the domains of second language teaching and learning (L2TL), drama-based teaching and learning (DBTL) and embodied cognition in order to establish how the effective implementation of DBTL may contribute to the efficacy of L2TL practices. There are shortfalls in second language (L2) classrooms and there is a need for a L2 teaching approach, which promotes social interaction in varied sociocultural contexts wherein learners are encouraged to make meaning in order to convey their message. The L2 learning processes created by this approach could overcome the shortfalls of L2TL and offer what is required by Second Language Acquisition (SLA) to acquire a L2. This study proposes that the use of the Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR) could overcome these shortfalls. However, CEFR can only be effective if the approach that is utilised in its implementation aligns with CEFR’s principles. This study argues that a drama-based teaching approach could adhere to CEFR and address the shortfalls of L2TL. This study explores drama as a facilitation tool and uses elements of process drama to create an approach to DBTL that could create learning experiences which may enhance the efficacy of L2TL and adhere to CEFR. This study argues that for a DBTL approach to be effective in L2TL, it has to foreground embodied cognition. Embodied cognition theories state that in order to create optimal learning opportunities, social, affective learning experiences should be created wherein learners interact with other humans and their environment in order to make and convey meaning. By critically engaging with embodied cognition theories, this study establishes which components of embodied cognition should be considered for DBTL to be effectively implemented in L2 classrooms. Subsequently, this knowledge ensures that the proposed approach to drama-based second language teaching and learning (DBL2TL) could allow for effective implementation. This study argues that a hypothetical DBL2TL programme based on this DBL2TL approach, which is steered by embodied cognition and adheres to CEFR, could overcome the shortfalls of L2TL. Furthermore, the programme could offer insight into how DBTL could effectively be implemented in L2TL, which in turn could enhance the effectual implementation of DBTL in L2 classrooms. Therefore, the hypothetical DBL2TL programme could enhance the efficacy of L2TL. Drama MA Unrestricted 2021-01-22T10:42:46Z 2021-01-22T10:42:46Z 2021-09 2020 Dissertation Kruger, M 2020, Drama-based second language teaching and learning, MA Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/78099> A2021 http://hdl.handle.net/2263/78099 en © 2019 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | Second language teaching and learning Drama-based teaching and learning Embodied cognition UCTD Drama-based second language teaching and learning |
| title | Drama-based second language teaching and learning |
| title_full | Drama-based second language teaching and learning |
| title_fullStr | Drama-based second language teaching and learning |
| title_full_unstemmed | Drama-based second language teaching and learning |
| title_short | Drama-based second language teaching and learning |
| title_sort | drama based second language teaching and learning |
| topic | Second language teaching and learning Drama-based teaching and learning Embodied cognition UCTD |
| url | http://hdl.handle.net/2263/78099 |