چکیده:
It is widely believed that the major purpose of foreign language learning is to master the speaking skill of that language. Learners even evaluate their foreign language learning on the basis of their achievement in speaking proficiency. This study discusses different teaching methodologies aimed at the development of task-based language learning, drama and the manifestation of scenario-based teaching. The aim of this article is to manifest a teaching technique which highlights the role of teacher-learner and learner-learner actual interaction by using drama. Research findings have shown that English literature is a rich source that can effectively be used in language teaching programs through plays. This technique is incredibly effective in learning, because learners become involved in the process of learning in a highly interactive environment. It gives learners the opportunity to produce and receive language by employing a variety of skills. It is argued that this technique is compatible with cognitivism, behaviorism, naturalism, and functionalism schools. The technique is suggested to be applied in EFL classrooms from basic to intermediate.
خلاصه ماشینی:
The Challenge of Scenario-Based Teaching Using Drama Scripts 1Behzad Pourgharib* IJEAP- 1901-1340 Abstract It is widely believed that the major purpose of foreign language learning is to master the speaking skill of that language.
This study discusses different teaching methodologies aimed at the development of task-based language learning, drama and the manifestation of scenario-based teaching.
Hence, task-based instruction is shedding a new insight on teaching English as a foreign language.
This real communication is not free of errors, which needs the active participation of teachers at providing feedback, and various types of feedback applied during classes affect the learning and teaching process (Khoshsima & Saed, 2016).
Richards and Bohlke (2011) and Harmer (2001) concluded that role plays mediate as a type of group-based learning and are used on a large-scale various teaching forms, yet, they may not be highly practical in all levels, and not manageable and beneficial to all learners.
These scholars, to name but a few, are Dorathy & Mahalakshmi, 2011; Richards, 2006; Zainudin, 2011; Barge, 2000; Larsen-Freeman, 1986; Englander, 2002; Chauhan, 2004; Sato, 2001; Richard, 2003; Malmah, 1991; Mora, 2010; Huang, 2008; Khoshsima & Banaruee, 2017; Kowalska, 1991; and Porter-Ladousse, 1987; Budden, 2004, who all have supported the effectiveness of role-plays in developing speaking.
6. Pedagogical Implication and Suggestions for Further Research Through this research, we can say that the implementation of role-play technique gives learners the opportunity to practice as it is so important in the communication approach to language teaching and learning.
Second language acquisition through task-based approach - role-play in English language teaching.