Journal articles: 'Englisn drama'

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Donegan, Robert. "Process Drama and Teacher in Role in ELT." JALT PIE SIG: Mask and Gavel 8, no. 1 (January 2020): 5–12. http://dx.doi.org/10.37546/jaltsig.pie8.1-1.

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This paper is a discussion of the potential of using specific drama techniques during English lessons at a Japanese private senior high school. The techniques in focus are process drama and specifically teacher in role (TiR). TiR is a specific technique that is often used in the broader area of process drama. Process drama concerns itself more with the experiential rather than the performance aspect of drama. In it, a teacher, or facilitator, goes into role with the participants in the co-construction of extended role-plays and dramas. Such methods have been used in English language teaching by many practitioners. The methods are discussed in this paper, with the focus on their suitability for teaching in a Japanese senior high school.

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Ta Park, Van My, R. Henry Olaisen, Quyen Vuong, Lisa G. Rosas, and Mildred K. Cho. "Using Korean Dramas as a Precision Mental Health Education Tool for Asian Americans: A Pilot Study." International Journal of Environmental Research and Public Health 16, no. 12 (June 18, 2019): 2151. http://dx.doi.org/10.3390/ijerph16122151.

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Precision mental health (MH) holds great potential for revolutionizing MH care and reducing the burden of mental illness. Efforts to engage Asian Americans in precision MH research is necessary to help reduce MH disparities. Korean drama (“K-drama”) television shows may be an effective educational tool to increase precision MH knowledge, attitudes, and behaviors (KAB) among Asian Americans. This study determined whether KAB improved after participating in a K-drama precision MH workshop, and examined the participants’ perspectives about K-dramas’ utility as an educational tool. A K-drama precision MH workshop in English/Vietnamese/Korean was conducted with a convenience sample (n = 122). Pre-/post-tests on precision MH KAB (genetics and genetic testing, and MH and help-seeking) and a survey on K-dramas’ utility as an educational tool were administered. Findings revealed a significant difference in the pre- and post-test KAB scores overall, by genetics and genetic testing, and by MH and help-seeking. There were also significant increases in the overall post-test KAB scores by workshop (language) participation. Overall, participants responded positively on the utility of K-dramas as a precision MH educational tool. This study demonstrates the feasibility of K-drama as an innovative and widely available health education tool to educate communities about precision MH.

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Jacobsen, Ushma Chauhan. "Does subtitled television drama brand the nation? Danish television drama and its language(s) in Japan." European Journal of Cultural Studies 21, no. 5 (January 29, 2018): 614–30. http://dx.doi.org/10.1177/1367549417751150.

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This article explores the relationships between nation branding, authenticity, language and their ideologies by considering two themes. First, how language ideologies and language practices texture the transnational production, distribution and viewing of subtitled television drama. Second, the extent and ways by which subtitled television dramas, in languages other than English, brand the nation to which they are associated. Using the context of increasing exports of Danish television drama to other nations, the article draws its empirical material from fieldwork interactions with industry professionals and viewers in Japan to consider both themes. The article proposes that there are different intensities by which Danish television dramas brand Denmark and the Nordic region; it discusses the implications of the use of English, and how branding the nation involves processes that are intrinsically fragile and require symbiotic relations with other languages and other nations to be successful. This article forms part of the Theorizing Media in Nation Branding Special Issue.

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Clifford, Dafna. "Sprache des Dramas—Drama der Sprache, Zur Poetik der Nelly Sachs." Journal of Jewish Studies 49, no. 1 (April 1, 1998): 191–92. http://dx.doi.org/10.18647/2105/jjs-1998.

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Flanagan, Pamela. "The curated representation of Saga Norén: Interweaving narratives of fashion and interiors." Film, Fashion & Consumption 9, no. 1 (May 1, 2020): 99–124. http://dx.doi.org/10.1386/ffc_00014_1.

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Abstract Nordic Noir dramas have dominated the landscape of contemporary television, transforming the crime genre beyond the traditional English-speaking productions whilst forging a path for female protagonists to dominate. This article seeks to analyse the relationship between the narrative, fashion and interiors through the main female protagonist Saga Noren (Sofia Helin) in Bron/Broen (The Bridge) (2011‐18), the Danish-Swedish production of the Nordic Noir drama.

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Fareeha Zaheer. "Theatrical Milieu: Investigating Drama and Theatre in tandem with Socio-Political Landscape of Pakistan." sjesr 4, no. 2 (May 25, 2021): 278–87. http://dx.doi.org/10.36902/sjesr-vol4-iss2-2021(278-287).

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This study is an attempt to trace the impacts of socio-political conditions in the formation and evolution of drama and theatre traditions in Pakistan. It provides the genesis of theatre and drama in Pakistan intertwining it with the past and present situations of this genre of literature. It also ventures at the inert position of drama and theatre in English in Pakistan. Qualitative textual analysis is conducted to analyze and highlight the major available critical acumen in the genre of Pakistani drama and theatre. The methodology adopted is interpretive of the theatrical performances by major theatre groups, and the contributions of key playwrights in cementing the foundation of drama and theatre traditions. The major findings are related to the socio-political situations prevalent since the inception of Pakistan and their significance in shaping both dramas in writing and drama in performance. It also examines the role of pioneer theatrical groups and their projects that carved a niche in the theatrical landscape of Pakistan. As compared to fiction theatre and drama remained sporadic and lackluster affair in Pakistan, it is vital to have a deeper understanding and clarity of the socio-political issues that shaped resistance &political theatres and later commercial theatre groups.

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Carpenter, James. "Drama in Project-Based Learning." JALT PIE SIG: Mask and Gavel 3, no. 1 (August 2014): 16–23. http://dx.doi.org/10.37546/jaltsig.pie3.1-2.

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This paper describes a student-centered project-based language learning approach currently practiced at an English language school in Japan. The approach focuses on the creation and performance of original dramas as part of a school festival held every six months. These dramas are written and staged entirely by students. Instructors are responsible for providing language support and content feedback. Assessments are handled through peer and self-assessment based on criteria developed in consultation with instructors. While there are a number of important empirical questions about both project-based learning generally and this learning approach specifically that need to be addressed, the learning approach outlined here provides a good organizing frame for incorporating drama into more rigorous, student-centered project-based language courses in a variety of contexts, e.g., elementary, high school, or university English language courses.

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Wong, Yat-wai Joseph. "Television as the arena of shaping a music genre: The Hong Kong TV broadcasting culture and the rise of Cantopop, 1970–85." Journal of Popular Television 9, no. 1 (March 1, 2021): 79–91. http://dx.doi.org/10.1386/jptv_00042_1.

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The term Cantopop is used by scholars to describe Cantonese popular songs developed in Hong Kong during the early 1970s. The rise and development of the genre was not cultivated by music programmes or variety shows but by Cantonese TV drama culture and the competition between different channels in the 1970s. Footage of early 1970s shows indicates that cover versions of English popular songs were initially more prominent than Cantopop in these programmes. Producers and music directors introduced the genre to television by tailor-making Cantonese theme songs based on the characters and stories of TV dramas. By doing so, Cantopop emerged as an effective tool for promoting TV dramas. In this way, and benefitting from the success of Cantonese TV dramas, Cantopop gradually became accepted as one of the mainstream genres in TV culture.

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Wozniak, Heather Anne. "THE PLAY WITH A PAST: ARTHUR WING PINERO'S NEW DRAMA." Victorian Literature and Culture 37, no. 2 (September 2009): 391–409. http://dx.doi.org/10.1017/s1060150309090251.

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In the late Victorian period, when writers, critics, and actors of the English theatre became obsessed with defining a decidedly New Drama – with establishing its history, directing its progress forward, and creating a literary drama – the majority of the plays produced focused upon forms of femininity. Strangely, these innovative dramas engaged not with the future, but with an all-too-familiar stock character: the woman with a past. This well-known type was “a lady whose previous conduct, rightly or wrongly, disqualified her from any position of rank or respect” (Rowell 108–09). Familiar examples of such plays include George Bernard Shaw's Mrs. Warren's Profession (1893) and Oscar Wilde's Lady Windermere's Fan (1892); lesser-known ones include Henry Arthur Jones's Case of Rebellious Susan (1894) and two plays that form the focus of this essay, Arthur Wing Pinero's The Second Mrs. Tanqueray (1893) and The Notorious Mrs. Ebbsmith (1895). Several English theatre historians (including Richard Dietrich and Jean Chothia) present these plays as the basis of modern intellectual drama, yet none explains the paradox that the theatre of modernity is founded upon the woman with a past, a figure whose future in these plays is foreclosed or ambivalently conceptualized at best.

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Godfrey, B. "Medieval English Drama: Performance and Spectatorship." English 59, no. 226 (March 31, 2010): 307–9. http://dx.doi.org/10.1093/english/efq008.

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Yang, Shih-hsien. "Creative Drama in English Learning: A Study of College Students Applying English Dramas in Elementary School Students." International Journal of the Humanities: Annual Review 5, no. 2 (2007): 1–6. http://dx.doi.org/10.18848/1447-9508/cgp/v05i02/43487.

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Sagar, Aparajita, and Bruce King. "Post-Colonial English Drama: Commonwealth Drama since 1960." World Literature Today 68, no. 1 (1994): 228. http://dx.doi.org/10.2307/40150112.

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Seniarika, Seniarika. "Investigating Drama in Teaching Practice." Edukasi Lingua Sastra 15, no. 2 (January 11, 2018): 92–100. http://dx.doi.org/10.47637/elsa.v15i2.71.

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Drama is widely used in English class inasmuch as drama is considered as a way to learn English effectively. A lot of researcher conducted studies on drama either aimed to find out the benefits obtained through drama or aimed to find out the difficulties that might be found by the learners in drama. This article reviews five articles in relation with drama. The researcher in those studies investigated drama from different perspective. The result found in this study is expected to be consideration in implementing drama in teaching practice.

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Miller, John MacNeill. "When Drama Went to the Dogs; Or, Staging Otherness in the Animal Melodrama." PMLA/Publications of the Modern Language Association of America 132, no. 3 (May 2017): 526–42. http://dx.doi.org/10.1632/pmla.2017.132.3.526.

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For much of the nineteenth century, nonhuman animals shared the English stage with human performers in a series of popular, widely produced quadruped dramas. Work in animal studies and performance theory overlooks this phenomenon when it laments theater's unbroken history of animal exclusion—a notion of exclusion that quadruped dramas actually helped propagate and reinforce. The animal melodramas produced through the Victorian era featured animal characters whose appeal depended on the perceived otherness of animal actors, especially the knowledge that animals did not so much act in the drama as perform set responses to subtle, real-world cues from their trainers. Playwrights used animals' imperfect integration in the dramatic illusion to inject an uncanny sense of reality into their melodramatic plots. Their experiments with estrangement admit the difficulties of animal performance by explicitly staging animal otherness—but only as a spur to deepen human engagement with the more-than-human world.

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Tri Widyahening, Christiana Evy, and Ulupi Sitoresmi. "INTEGRATED LEARNING IN DRAMA COURSE USING YOUTUBE." RESEARCH FAIR UNISRI 5, no. 1 (February 12, 2021): 92. http://dx.doi.org/10.33061/rsfu.v5i1.4571.

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The purpose of this study was to explain and describe the application of integrated learning in digital-based Drama learning to 6th semester students at Slamet Riyadi University, Surakarta. This research is a qualitative descriptive study with a single case study type which only examines one research subject. The research subjects were students in semester VI in the English Education Study Program, Unisri Surakarta. This study uses the steps proposed by Miles and Huberman. The research location is in semester VI of the English Language Education Study Program, FKIP, Slamet Riyadi University Surakarta and in the central library of the Slamet Riyadi University Surakarta. The results showed that the application of integrated learning in digital-based drama learning was very good and interesting. This is also supported by four student language skills that are increasing, namely writing, reading speaking and listening. In addition, students are also increasingly able to cultivate creative power, cooperation between friends, foster sympathy and empathy, and self-confidence through drama scripts that they write themselves. They then played their work in front of the camera screen and uploaded it through YouTube social media so that the wider community could watch their role play. This is a challenge in itself for students and it makes them even more trying to give their best from the first stage, namely the process of writing drama scripts, practicing playing dramas, playing roles, and in the final stage they upload the results of playing these roles to YouTube social media. The effectiveness of integrated learning is reflected in the meaning of learning. Meaningful learning produces students who are active in a fun teaching and learning process, resulting in two-way communication between lecturers and students. Fun learning will run well if the lecturer has high creativity and has variations in the teaching and learning process so that the end result is that students can get good and meaningful learning achievements. Keywords: Integrated Learning, Drama Learning, Qualitative Descriptive, Case Study, YouTube

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A. Aladini, Alaa, and Mohammad Abu Owda. "Students' Self-Efficacy Towards Learning English Through Drama and CLIL." Research Journal of Education, no. 68 (October 14, 2020): 113–20. http://dx.doi.org/10.32861/rje.68.113.120.

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This study aimed at exploring the impact of Content and Language Integrated Learning (CLIL) and drama on students’ self-efficacy towards learning English through drama. The sample of the study was (68) ninth graders (divided into two equal groups) from Al-Mamounia preparatory school in Gaza Strip. The two researchers used a self-efficacy scale. The findings revealed that the program based on CLIL and Drama was effective to improve the students’ self-efficacy towards learning English in general and towards learning English through drama. The researchers recommend that EFL Palestinian teachers should use the CLIL and drama approach as a tool for enhancing students’ self-efficacy.

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Kwiecień-Niedziela, Edyta, Krzysztof Polok, and Eva Mala. "Drama Techniques as Correlators of the Level of English Language Speaking Anxiety." Integration of Education 24, no. 1 (March 31, 2020): 98–110. http://dx.doi.org/10.15507/1991-9468.098.024.202001.098-110.

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Introduction. The study aims to investigate what factors strengthen and weaken personal speaking anxiety. With the use of selected standardized surveys, the research examines how drama techniques affect a learner’s level of English language speaking anxiety. Materials and Methods. The research group includes 17 Polish primary school learners who attended drama classes and prepared two performances in English for other learners and their parents. The questionnaire with the stated research questions was applied, and the data ob tained were statistically analyzed. Results. The research results show that the learners participating in English drama classes had a lower level of speaking anxiety than those who did not practice drama at all. As to the learners´ English language proficiency, the level of speaking anxiety dropped with the rise of academic level. No significant difference was observed either in the level of speaking anxiety between male and female participants or in the level of speaking among learners of different age. The impact of drama techniques implemented into the English language classes is discussed in the study. The research results indicate the influence of drama techniques on the reduction of the level of speaking anxiety. The decrease is very noticeable that should inspire teachers to use drama techniques while teaching a foreign language, especially speaking skills. The analysis also indicates a close correlation between drama classes and the inc reasing level of English proficiency. Discussion and Conclusion. The topic of the article is to meet the interest of foreign language teachers and learners, would-be teachers of the English language.

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Namundjebo, Elizabeth, Jairos Kangira, and Elizabeth Morgan. "The role of drama in teaching English." JULACE: Journal of the University of Namibia Language Centre 3, no. 1 (December 31, 2018): 1–8. http://dx.doi.org/10.32642/julace.v3i1.1371.

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The purpose of this study was to explore the role of drama in teaching English to enhance students’ communicative skills at the University of Namibia. The discussions of the research focused on assessing the benefits of using drama in the teaching of English to increase students’ motivation and self-confidence, as well as to enhance their communicative skills. Research findings revealed the effectiveness of drama oriented English lessons to the benefits of students’ speaking skills, motivation, self-esteem and confidence in their abilities to communicate in English. In addition, the findings revealed that drama activities aided students develop a community and foster group cohesiveness, which helped in building students’ confidence when speaking English in front of their classmates. Moreover, the study results revealed that motivation is linked to self-confidence as the drama activities accorded students the opportunity to use the target language in real life situations.

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Sarah Lee, Sze Wah. "Anglo-French Poetic Exchanges in the Little Magazines, 1908–1914." Modernist Cultures 16, no. 3 (August 2021): 340–66. http://dx.doi.org/10.3366/mod.2021.0338.

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This article demonstrates the extent and significance of exchange between English and French poets in the years leading up to World War I, a crucial period for the development of modern Anglophone poetry. Through archival research, I trace the growing interest in French poetry of Imagist poets F. S. Flint, Ezra Pound and Richard Aldington, exhibited in various little magazines including the New Age, Poetry Review, Poetry and Drama, Poetry, the New Freewoman and the Egoist. Moreover, I show that such interest was reciprocated by contemporary French poets, notably Henri-Martin Barzun and Guillaume Apollinaire, who published works by English poets in their respective little magazines Poème et Drame and Les Soirées de Paris. This suggests that not only were modern English poets influenced by their French counterparts, but they were also given a voice in the Francophone artistic world, resulting in a unique moment of cross-channel poetic exchange before the war.

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Wickham, Glynne, Marianne G. Briscoe, and John C. Coldewey. "Contexts for Early English Drama." Modern Language Review 86, no. 4 (October 1991): 971. http://dx.doi.org/10.2307/3732563.

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Wetmore, Kevin J. "Modern Japanese Drama in English." Asian Theatre Journal 23, no. 1 (2006): 179–205. http://dx.doi.org/10.1353/atj.2006.0013.

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WIGGINS, MARTIN. "MORINDOS AND ENGLISH RENAISSANCE DRAMA." Notes and Queries 41, no. 4 (December 1, 1994): 505–7. http://dx.doi.org/10.1093/nq/41-4-505.

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Budiarto, Budiarto. "THE IMPORTANCE OF THE IMPLEMENTATION OF DRAMA AND CULTURE IN SPEAKING CLASS." Journal of English Language and Literature (JELL) 5, no. 02 (September 4, 2020): 11–16. http://dx.doi.org/10.37110/jell.v5i02.100.

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A research conducted at STIBA IEC Jakarta investigated the importance of the implementation of drama and culture in Speaking Class of students from the second semester in 2018. It was intended to see how the phenomena of teaching English speaking skill through drama and culture was implemented. The findings indicated that drama and culture were able to help the students use English more naturally or authentically. The students were able to see whether their English was authentic and culturally acceptable by relating to their experience or knowledge they got from drama. It showed that the more topics in drama the students practiced, the more knowledge about culture they learnt, and the more authentic or natural the language they acquired. Therefore, both teacher and students think that the implementation of drama and culture in teaching speaking skill is important.

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Farrah, Mohammed, Balsam Halahla, and Shahd Sider. "Using drama in the Palestinian EFL classroom: teachers’ attitudes, advantages, problems, and teaching techniques." Journal on English as a Foreign Language 11, no. 1 (March 7, 2021): 85–103. http://dx.doi.org/10.23971/jefl.v11i1.2270.

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The use of drama activities is a method that allows learners to improve their communication skills, think critically, learn new vocabulary, and increase their motivation for learning. This study investigates the attitudes of English language teachers, as well as the advantages, problems faced in, and teaching techniques of the English language learning process in Palestinian schools using drama activities. Using both qualitative and quantitative research methods, the researchers investigated the extent to which drama activities are used while teaching English as a second language in Palestinian schools using a questionnaire and interviews. In the questionnaire, the participating English language teachers were 39 females and 12 males. Two teachers were interviewed. The findings confirm the need to implement changes and improvements regarding the use of drama activities in the language classroom. Moreover, the findings suggest following specific drama usage recommendations to ensure satisfactory results for both teachers and students to improve the four language skills. The implication of this study calls for providing clear and sufficient materials for drama classes, as well as offering teachers training programs to enhance their abilities to use drama activities in an effective way.

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Barahmeh, Mosaddaq, and Tahani Bsharat. "The Influence of Applying the Principles of Experiential Coyote Drama (ECD) Methods in Teaching English Language from the English language supervisor’s perspectives in Jenin city (case study)." Advances in Social Sciences Research Journal 8, no. 4 (May 6, 2021): 662–84. http://dx.doi.org/10.14738/assrj.84.10026.

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This paper sheds light on the importance of applying the Principles of Experiential Coyote Drama (ECD) Methods in Teaching English Language from the English language supervisor’s perspectives in Jenin city (case study). First of all, this paper discloses the Coyote teaching method. Later, this paper also explains the importance of Experiential learning in teaching English as a Foreign Language. It also explains the educational drama and its techniques in teaching-learning the English language. Finally, this paper suggests a new teaching-learning method which is Experiential Coyote Drama (ECD). All in all, from the previous studies and researches the researchers found that mixing educational drama with Experiential learning and Coyote method will bring a full package of new methods and activities for the teachers, learners and future researchers in teaching English as a Foreign Language.

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Wulstan, D. "Early English religious drama: Richard Rastall, Minstrels playing: music in early English religious drama." Early Music XXX, no. 4 (November 1, 2002): 620–21. http://dx.doi.org/10.1093/em/xxx.4.620.

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Alshraideh, Doniazad Sultan, and Nesreen Saud Alahmdi. "Using Drama Activities in Vocabulary Acquisition." International Journal of English Language Teaching 7, no. 1 (February 6, 2020): 41. http://dx.doi.org/10.5430/ijelt.v7n1p41.

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Many different pedagogical methodologies are applied in the field of English as a foreign language. One of the less-used strategies in Saudi Arabia is teaching and learning vocabulary through drama. This study represents an attempt to investigate the effectiveness of English drama activities for the vocabulary acquisition of second\foreign language learners and how English teachers can use drama in the L2 classroom. Five types of drama activities for learning vocabulary are used in this research: mime, storytelling, role play, simulation, and improvisation. This study was conducted on two preparatory-year classes. Each class was divided into six classes of 36 students. The students were homogenous in terms of gender and level of English language proficiency. The results show that drama helped the learners engage in learning new vocabulary in non-constructed learning environment, and facilitated vocabulary acquisition effectively and accurately in various contexts.

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Kardiansyah, M. Yuseano. "English Drama in the Late of Victorian Period (1880-1901): Realism in Drama Genre Revival." TEKNOSASTIK 15, no. 2 (October 18, 2019): 64. http://dx.doi.org/10.33365/ts.v15i2.100.

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A progressive growth in literature was seen significantly during Victorian period. These decades also saw an overdue revival of drama, in which the existence of drama was started to improve when entering late of Victorian period. Along with that situation, Thomas William Robertson (1829-1871) emerged as a popular drama writer at that time besides the coming of Henrik Ibsen’s works in 1880’s. However, Robertson’s popularity was defeated by other dramatists during late of Victorian period (1880-1901), drama writer like Oscar Wilde (1854-1900). Beside Wilde, there were several well known dramatists during late of Victorian period. Dramatists as Shaw, Jones, and Pinero were also influential toward the development of drama at that time. In the discussion of English drama development, role of late Victorian period’s dramatists was really important toward the development of modern drama. Their works and efforts really influenced the triumph of realism and development of drama after Victorian period ended. Therefore, the development of drama during late of Victorian period is discussed in this particular writing, due to the important roles of dramatist such as Wilde, Shaw, Pinero, and Jones. Here, their roles to the revival of English drama and the trend of realism in the history of English literature are very important.

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Moghadam, Saman M., and Reza Ghafarsamar. "Using Drama and Drama Techniques to Teach English Conversations to EFL Learners." Global Journal of Foreign Language Teaching 8, no. 2 (May 29, 2018): 92–101. http://dx.doi.org/10.18844/gjflt.v8i2.3319.

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The present study aimed to examine the ways in which drama and drama techniques and practices, as implemented in the English language classes and combined with pedagogical practices to teach and learn English conversation, can create the appropriate conditions that promote learning environments conducive for learning English conversations. The participants of this study were thirty undergraduate male and female students who had studied English at the secondary and high school levels at the public schools in Ardebil. They were classified into two groups including Control and Experimental groups. The two groups were administered a Test-Retest evaluation to measure the targeted language skills that was to be taught to them. In order to collect the necessary data, two modern plays were taught and rehearsed in classroom context and then a retest were administered after the practice of these two modern dramatic discourse in the classroom. The different data-collecting techniques were used for the current research were participant observation (direct and indirect), and interviews. After analysing the data the results showed that there was no significant improvement in English competence of the Control group but the Experimental group revealed a tremendous achievement in their abilities in English conversations through the use of dramatic discourse.

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Dewi, Puspita, Riyana Rizki Yuliatin, Hilda Hastuti, and Abdul Muhid. "Drama in Enhancing Motivation of Non-English Department Students: Computer Science Students." Metathesis: Journal of English Language, Literature, and Teaching 4, no. 2 (October 8, 2020): 118. http://dx.doi.org/10.31002/metathesis.v4i2.2279.

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<p>Teaching English for the non-English Department has a huge challenge. Most of the students are in low motivation to learn a foreign language including English because they are more interested in their main subject than the supported subject. They assumed that English is difficult and complicated so that they have a low desire to learn the subject. It affects their competences and performances, therefore another creative method is crucial to be implemented in the classroom. One of the solutions is creating a fun learning of English final project. This research aims to identify whether drama can build their motivation and interest to speak and learn English. Drama can be performed by the students in groups and create stories based on their creativity. The research method used is qualitative by interviewing some of the students and the quantitative research methods by distributing a questionnaire. The research results show that most of the students stated that learning English through drama has a positive effect on their motivation, it is more than 45% of the students agree that drama encourages them to learn English. It is expected that drama can be implemented in the classroom to enhance students’ motivation in the first semester of the year.</p>

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Aquilia, Pieter. "Endangered Genre: English-Language Television Drama in Singapore." Media International Australia 115, no. 1 (May 2005): 71–81. http://dx.doi.org/10.1177/1329878x0511500108.

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For 40 years, the Singapore government has successfully promoted the English language for its citizens to operate in an international Western economy. However, English-language television drama, with no cultural-linguistic roots in Singapore's multi-Asian society, has been heavily criticised for its lack of quality in comparison to its successful Chinese-language counterpart. A case study of the prime-time drama @Moulmein High demonstrates how state involvement in English-language television has an impact on drama's content, popularity and commercial aims. This paper explores whether a television network endowed with the responsibility of maintaining a national value system can produce a TV drama series able to win favour with an increasingly English-educated local audience, and whether the drama can translate to television markets outside Singapore.

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Yuanyuan, Chen. "Enhancing EFL Students’ English Competency Through Drama: A Case Study in a Primary School in China." English Language Teaching 12, no. 7 (June 8, 2019): 68. http://dx.doi.org/10.5539/elt.v12n7p68.

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Drama courses are widely set up in K-12 education in Western countries, and drama in education promotes both language acquisition and drama acting in the West. Therefore, in the current K-12 education curriculum in China, the practice of offering English drama courses is in line with the needs of students’ core competencies development. Drawing on the participants’ interview narratives, classroom observations and journals, based upon the case in a foreign language primary school in Guangzhou, China, this study examines how the drama course is carried out and how the students’ English competency is enhanced through the drama course. The enquiry revealed that the drama course had helped promote both students’ language competency and drama acting capacity. These findings will be discussed with suggestions for making setting up drama courses in other schools and cities in China possible.

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Jihan and Hendriwanto. "University Students' Reflection on Learning English through Drama." Borneo Educational Journal (Borju) 3, no. 1 (February 26, 2021): 1–7. http://dx.doi.org/10.24903/bej.v3i1.705.

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Speaking skills is common in higher education and can be a significant source of anxiety and stress. This study was designed to measure the student's experience and self-esteem of speaking skills through drama performance. The research was conducted a qualitative interviewing method and analyzed using narrative inquiry. This study participants were English department students who have completed the drama subject in the fifth semester. The instrument used for collecting the data was an interview guide. This study revealed that drama makes students feel confident and self-esteem, freedom of expression, and improved speaking skills. It is supported by students' preparation in action and lecturers' feedback and appreciation in drama. The implications for lecturers involved in speaking performance include drama to consider their involvement in the process of student engagement in preparing for the performance. Because with the preparation time, the input and praise they receive can significantly affect their self-confidence, self-esteem, and the results of their appearance.

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Maglaya, Rommel. "Raising the Curtain: The Impact of Drama in Developing the Speaking Skills of ESL learners in Mongolia." Journal of English Language Teaching and Applied Linguistics 2, no. 3 (August 31, 2020): 16–27. http://dx.doi.org/10.32996/jeltal.2020.2.3.2.

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The study utilized drama-infused lessons in English language classes as a tool to develop the speaking skills of adult ESL learners in Mongolia. The descriptive-developmental method was utilized in this study, which went through the process of development, infusion, and try-out of drama-infused language lessons to develop the speaking skills in English of adult ESL learners. The development of the participants’ speaking skills as they went through the lessons as described. It was discovered that drama-infused ESL lessons effectively develop the speaking skills of learners. It made them more confident when it comes to speaking in front of the class and expressing themselves in English. Hence, the drama-infused ESL lessons helped develop self-confidence and fostered active participation inside the ESL classroom. Drama-infused activities also provided an ideal opportunity for timorous learners to overcome their inhibitions; it sturdily guided inactive learners to some awareness of others' feelings and led to the more creative use of the English language in speaking.

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Vidal, B. "English Heritage, English Cinema: Costume Drama since 1980." Screen 44, no. 3 (September 1, 2003): 351–54. http://dx.doi.org/10.1093/screen/44.3.351.

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Kewes, P. "Susan Wiseman., Drama and Politics in the English Civil War." English 48, no. 190 (March 1, 1999): 61–64. http://dx.doi.org/10.1093/english/48.190.61.

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Khan, Kehkashan. "RHYTHMIC BEAUTY IN THE PLAYS OF RENAISSANCE." International Journal of Research -GRANTHAALAYAH 3, no. 1SE (January 31, 2015): 1–3. http://dx.doi.org/10.29121/granthaalayah.v3.i1se.2015.3397.

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The Theatres were very much in vogue in the Elizabethan England. For the spectators, theatres were not merely places of amusement & entertainment but also of social gathering & instruction. Both Marlowe & Shakespeare are great dramatists & poets of Elizabethan age. Their poetry & music lend a unique power & beauty to their plays.Marlowe, the predecessor of Shakespeare, infused his own soul into his characters like a lyric poet. He is regarded as the Morning Star of Song & the first & foremost lyricist of English Stage. He poetized the English dramas. His play Doctor Faustus reads more like a poem than a drama. His passage on Helen is one of the loveliest of lyrics. In its idealization of beauty, in its riot of colour, in its swift transition from one myth to another, in music & melody, in its passionate exuberance & abundance the passage remains unsurpassed.

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.V, Praveen S. "Shakespeare-The Brand." International Journal of Emerging Research in Management and Technology 6, no. 8 (June 25, 2018): 179. http://dx.doi.org/10.23956/ijermt.v6i8.135.

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William Shakespeare is known to the world as one of the greatest dramatist in the history of English Literature. It is unusual to attribute either Shakespeare or his works in the world of marketing, yet it is the fact that, even after 450 years, Shakespeare is still a recognizable and powerful brand in the world of today. Shakespearean festival was still being celebrated all over the world. Royal Society of Shakespeare still performs Shakespearean dramas every year, in more than twenty languages. It shows the brand image of Shakespeare, having in the world today. Aristotle, a Greek Philosopher, in his attempt to understand poetry and drama, expressed his view in his famous work Poetics that, both drama and poetry appeals to the emotions of a reader and spectators. The success of a drama, depends on the extent to which, a dramatist can able to capture the emotions of the audience. It is necessary for writers to have a unique brand personality to market their art. Every writer has their own set of target audience and follows various strategies to satisfy them. This paper deals with, how Shakespeare employed different strategies to create his own brand image, that helped him positioning his art among his target audience, thus ending up creating one of the greatest and powerful brand image in the History.

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Davies, Paul. "The Use of Drama in English Language Teaching." TESL Canada Journal 8, no. 1 (October 26, 1990): 87. http://dx.doi.org/10.18806/tesl.v8i1.581.

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This essay aims to examine the use of drama and dramatic activities in English Language Teaching CELT). Its opening part looks at some of the theories behind the use of drama with learners of English, and tries to answer questions such as what is drama, who needs it, and when should it be used. The essay then takes a look at some practical procedural strategies such as lesson preparation, students' language needs, how to present and integrate drama into the lesson, and overall classroom organization. The next section tackles the question of how dramatic activities can be employed in the language classroom. The possibilities considered include mime, simulation, role-play, scripted plays, improvisation, and coursebook dialogue. Some concluding remarks finish off the main body of the essay.

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Parham, Chris. "Living Newspaper in the English Discussion Classroom." JALT PIE SIG: Mask and Gavel 7, no. 1 (December 2018): 27–37. http://dx.doi.org/10.37546/jaltsig.pie7.1-2.

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Since 2003, the Japanese government has been urging universities to improve and reform the way they teach English to develop young people who can actively and immediately work in global contexts after graduation (MEXT, 2003). Some universities are using drama in the English language classroom to nurture students’ creativity, cooperation, and confidence. As has been shown, drama brings a multitude of psychological and communicative benefits – it helps students think about pronunciation, meaning, emotion, motivation, cooperation, confidence, and active participation, all of which can help to promote language acquisition and the spontaneous use of language (Miccoli, 2003; Ranzoni, 2003; Sato, 2001; Shapiro & Leopold, 2012; Zyoud, 2010). With a background in theatre and some useful drama resources at my disposal, I have been seeking ways to give my English classes a communicative and performative edge, and this article examines how I tried to incorporate a drama activity into my university discussion class.

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Alasmari, Nasser, and Amal Alshae’el. "The Effect of Using Drama in English Language Learning among Young Learners: A Case Study of 6th Grade Female Pupils in Sakaka City." International Journal of Education and Literacy Studies 8, no. 1 (January 31, 2020): 61. http://dx.doi.org/10.7575/aiac.ijels.v.8n.1p.61.

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English is now the most frequently used language worldwide. In academia, English has become “a hyper central language” millions of students are learning for various reasons. As such, pedagogists, academicians, and language teachers seek new tools and teaching methods to help English language learners reach high proficiency levels. The use of drama as a teaching/learning tool in English language classrooms is one proposed method, justifying this study to investigate the effects of teaching English language through drama, thus deciphering the advantages of this experience and possible challenges it may pose. Data was gathered via an English language test and classroom observations. Results showed that the use of drama develops participants’ language skills, especially the communicative ones such as interactions and conversations, and yields higher proficiency levels as it motivates them to become more engaged in the learning process. These participants also displayed more responsibility and self-reliance; thus, much learning took place. These results confirmed the general claim that introducing drama activities in language classrooms positively supports language acquisition. However, introduction of such a tool presented a few challenges as well, such as the learners’ problems of L1 interference, embarrassment, and inhibition, as well as issues related to the unpredictable and open-ended nature of drama. This paper presents more implications of the findings that necessitate further research to gain a more comprehensive account of drama use in language classrooms and thus overcome the challenges presented.

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Sirisrimangkorn, Lawarn. "The Use of Project-based Learning Focusing on Drama to Promote Speaking Skills of EFL Learners." Advances in Language and Literary Studies 9, no. 6 (December 28, 2018): 14. http://dx.doi.org/10.7575/aiac.alls.v.9n.6p.14.

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This study focuses on the use of project-based learning focusing on drama to promote the speaking skills of EFL learners. It also aims to investigate how the use of project-based learning focusing on drama is beneficial to learners’ speaking skills. The participants of this study were EFL learners majoring in English who were enrolled in Learning English through Drama course. The data of the current study was collected quantitatively and qualitatively. Both quantitative and qualitative data analysis revealed that learners’ speaking skills were improved as a result of the use of project-based learning focusing on drama. Moreover, the principles of project-based learning and drama are advantageous for learners’ language learning and speaking skills. Hence, the use of project-based learning focusing on drama is recommended for promoting speaking skills and affective factors. The present study also highlights the advantages of using project-based learning focusing on drama as an effective teaching method as it provides learners with opportunities to speak English and is seen as an enjoyable way for learners to learn a foreign language. Finally, the study recommends the use of project-based learning focusing on drama in the language classroom as it provides learners with opportunities to speak a foreign language in a communicative context.

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Whissell, Cynthia. "Challenging an Authorial Attribution: Vocabulary and Emotion in a Translation of Goethe's Faust Attributed to Samuel Taylor Coleridge." Psychological Reports 108, no. 2 (April 2011): 358–66. http://dx.doi.org/10.2466/28.pr0.108.2.358-366.

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This article disputes the stylometric attribution of an anonymous English 1821 translation of Goethe's German verse drama Faust to the poet and critic Samuel Taylor Coleridge. The translation was compared to four known Coleridgean dramas, two of which were translations from German. Evidence challenging Coleridge's authorship came from words used proportionally more often by Coleridge, words used proportionally more often by the unknown translator, differential employment of parallel word forms (“O” and “hath” for Coleridge, “oh” and “has” for the translator), and differences in the undertones of the two vocabularies, as measured by the Dictionary of Affect in Language (Coleridge's undertones were less pleasant and more abstract). Some problems with the stylometry of the challenged attribution to Coleridge are noted.

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Aris, Qori Islami. "Model Pembelajaran Role Play Dalam Meningkatkan Kemampuan Bermain Drama Mahasiswa Jurusan Sastra Inggris Sekolah Tinggi Ilmu Bahasa Asing (STIBA) Persada Bunda." Jurnal Pustaka Budaya 5, no. 1 (February 26, 2018): 29–35. http://dx.doi.org/10.31849/pb.v5i1.1459.

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Abstrak Mata kuliah drama jurusan sastra inggris Sekolah Tinggi Ilmu Bahasa Asing Persada Bunda hanya menitikberatkan pada analisis teks dan dialog. Sementara bermain drama juga dapat meningkatkan empat kemampuan yang harus dimiliki oleh mahasiswa sastra Inggris yaitu speaking skill, listening skill, reading skill, dan writing skill. Melalui speaking skill mahasiswa telah melakukan kegiatan berbicara. Sementara listening skill mahasiswa telah melakukan kegiatan menyimak. Pada saat membacakan penggalan dialog dalam naskah drama, mahasiswa melakukan kegiatan membaca dan tentu saja dibutuhkan reading skill yang mumpuni. Sementara pada writing skill mahasiswa diharapkan dapat menulis naskah teks drama yang ingin dipentaskan. Berdasarkan masalah ini, penulis tertarik untuk melakukan penelitian dengan judul “Model Pembelajaran Role Play dalam Meningkatkan Kemampuan Bermain Drama Mahasiswa Jurusan Sastra Inggris Sekolah Tinggi Ilmu Bahasa Asing (STIBA) Persada Bunda”. Tujuan dilakukannya penelitian ini untuk melihat bagaimana model pembelajaran Role Play dapat meningkatkan kemampuan bermain drama. Berdasarkan data yang diperoleh, Penerapan model pembelajaran Role Play membantu meningkatkan kemampuan bermain drama mahasiswa jurusan sastra inggris Sekolah Tinggi Ilmu Bahasa Asing Persada Bunda dengan peningkatan Persentase Penilaian Hasil sebesar 29,20%. Kata Kunci : Role Play, Peningkatan Bermain Drama Abstract Drama course of English Literature of Foreign Language School Persada Bunda focuses on text analysis and dialogue. Playing the drama can also increase the four skills that must be possessed by students of English literature that is speaking skills, listening skills, reading skills, and writing skills. Through the speaking skills, students have been doing the talking activity. While listening skills, the student has been doing a listening activity. When reading a snippet of dialogue in a drama script, students do reading and of course, required a qualified reading skill. While the writing skill students are expected to write a drama text script to be staged. Based on this problem, the authors are interested in conducting research under the title "Role Play Learning Model in Enhancing the Ability to play Drama Students of English Literature of Foreign Language School of Foreign Studies (STIBA) Persada Bunda". The purpose of this research is to see how the Role Play learning model can improve the ability to play drama. Based on the data obtained, Implementation of Role Play learning model helps to improve the ability to play drama majoring in English Literature of Foreign Language School Persada Bunda with an increase of the percentage of Result Assessment of 29.20%. Key Words: Role Play, Improved Drama Play

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Sharp, Jonathan. "Macbeth in the Higher Education English Language Classroom." Scenario: A Journal of Performative Teaching, Learning, Research IX, no. 2 (July 1, 2015): 33–47. http://dx.doi.org/10.33178/scenario.9.2.3.

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This paper presents the latest phase in an ongoing project to develop and widen the scope of drama-based classes in the practical language section of a German university English department. A brief overview of the use of literature in the (English) language classroom is given, with examples of some recent models, before turning to a consideration of practical drama-based approaches in Shakespeare education. This forms the background against which the main report on practice is presented. The Sprachpraxis section of the University of Tübingen English Department is briefly introduced before the focus shifts to the most recent example: a course on Shakespeare’s Macbeth involving drama-based methods. Course design, assessment and literature choice are discussed, before the pre- and post-course expectations and impressions are explored using data gathered from student questionnaires and teacher diary entries. Based on this analysis, initial outcomes are suggested for the continued progress of drama-based elements in the Sprachpraxis curriculum.

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Meredith, Peter, A. C. Cawley, Marion Jones, Peter F. McDonald, David Mills, Richard Beadle, and Pamela M. King. "The Revels History of Drama in English. Volume I: Medieval Drama." Modern Language Review 82, no. 3 (July 1987): 699. http://dx.doi.org/10.2307/3730435.

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Starostina, Yu S. "Axiological Potential of Metaphors in Modern English Drama." Vestnik of Samara University. History, pedagogics, philology 26, no. 4 (December 30, 2020): 128–35. http://dx.doi.org/10.18287/2542-0445-2020-26-4-128-135.

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The article is devoted to axiological marking of speech metaphors in English stylized communication within drama discourse. Modern drama discourse, being the discursive space of its own status, unites the characteristics of belle-lettres discourse and colloquial speech, due to which the traditional linguistic markers of fiction obtain new meanings. While embedding into the context of stylized communication, metaphors significantly extend their functional paradigm, the centre of which is now taken by axiological function with expressive and emotive actualization. The article is aimed at systematization and linguistic interpretation of speech metaphors in English-language drama with the purpose of adequate determination of their evaluative potential and their role in linguistic representation of linguocultural axiosphere. The axiological nature of metaphors as their leading characteristic in the English-language drama has not previously been the subject of a separate linguistic study. The empirical base of the research includes 200 metaphors and metaphorical complexes recorded in modern English-language plays; the method of complex linguoaxiological interpretation was employed as the main one. In the course of the study, the boundaries of structural variation of axiological metaphors in the English-language drama discourse were determined and their leading patterns were identified, such as one-component metaphorical nominations, multi-component metaphorical nominations and metaphorical complexes. Besides, the types of thematic transfers of speech metaphors were determined, with attention being paid to the implementation of their evaluative function in the utterance. The defined system of evaluative objects within metaphorical evaluative statements allowed to identify the components of English linguocultural axiosphere which are conceptualized in drama with the help of various structural and thematic metaphorical types, namely 'family', 'intellect', 'truth'. Each of these axiological dominants acts as a value guideline in the English-language linguoculture being linguistically marked by a certain set of metaphors fulfilling their interdiscoursive evaluative potential

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Jackson, Lucy. "Proximate Translation: George Buchanan's Baptistes, Sophocles’ Antigone, and Early Modern English Drama." Translation and Literature 29, no. 1 (March 2020): 85–100. http://dx.doi.org/10.3366/tal.2020.0410.

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This essay takes up the question of what impact Greek tragedy had on original plays written in Latin in the sixteenth century. In exploring George Buchanan's biblical drama Baptistes sive calumnia (printed 1577) and its reworking of scenes and images from Sophocles' Antigone, we see how neo-Latin drama provided a valuable channel for the sharing and shaping of early modern ideas about Greek tragedy. The impact of the Baptistes on English drama is then examined, with particular reference to Thomas Watson's celebrated Latin translation of Antigone (1581). The strange affinities between Watson's and Buchanan's plays reveal the potential for Greek tragedy to shape early modern drama, but also for early modern drama to shape how Greek tragedy itself was read and received in early modern England.

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Comensoli, Viviana, and David George. "Records of Early English Drama: Lancashire." Sixteenth Century Journal 24, no. 2 (1993): 453. http://dx.doi.org/10.2307/2541966.

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Ardolino, Frank, and Jack D'Amico. "The Moor in English Renaissance Drama." Sixteenth Century Journal 24, no. 3 (1993): 775. http://dx.doi.org/10.2307/2542179.

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Journal articles on the topic 'Englisn drama'

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