The Interrelationship between Literature and Language Teaching: Drama and Speaking
محورهای موضوعی : Applied Linguistics
Hamed Badpa
1
,
Parivash Zare Behtash
2
,
Esmail Zare Behtsh
3
1 - Chabahar Maritime University
2 - دانشگاه دریانوردی و علوم دریایی چابهار
3 - دانشگاه دریانوردی و علوم دریایی چابهار
کلید واژه: Communicative Approach, Drama, Speaking, Role-play, Task-Based language learning ,
چکیده مقاله :
The paper aimed to understand how role-playing affected the speaking proficiency of pre-intermediate EFL learners. Speaking skills in the experimental and control groups were evaluated. 24 pre-intermediate students from the English Translation Field of Chabahar Maritime University in Chabahar, Iran, who were chosen for the study based on their performance on a pretest, comprised the participants. Twenty was the range of their ages. Both male and female students were present. While the treatment implemented for each group was chosen randomly, these two groups were not. The placement test results showed the participants' homogeneity and degree of proficiency. Using role-playing techniques, the researcher conducted in-group activities to simulate conversation. The conventional method of instruction was given to the control group simultaneously. The post-test was given to understand their improvement in speaking after eighteen sessions utilizing "Speak Now 1". According to inferential statistics, the experimental group members performed differently in the post-test. After comparing utilizing two independent paired t-tests, the mean for the control group was 12 while the experimental group was 14. The mean of the two groups differed by 2 points, and the p-value was p= 0.026
The paper aimed to understand how role-playing affected the speaking proficiency of pre-intermediate EFL learners. Speaking skills in the experimental and control groups were evaluated. 24 pre-intermediate students from the English Translation Field of Chabahar Maritime University in Chabahar, Iran, who were chosen for the study based on their performance on a pretest, comprised the participants. Twenty was the range of their ages. Both male and female students were present. While the treatment implemented for each group was chosen randomly, these two groups were not. The placement test results showed the participants' homogeneity and degree of proficiency. Using role-playing techniques, the researcher conducted in-group activities to simulate conversation. The conventional method of instruction was given to the control group simultaneously. The post-test was given to understand their improvement in speaking after eighteen sessions utilizing "Speak Now 1". According to inferential statistics, the experimental group members performed differently in the post-test. After comparing utilizing two independent paired t-tests, the mean for the control group was 12 while the experimental group was 14. The mean of the two groups differed by 2 points, and the p-value was p= 0.026
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