THEATRICALITY METHOD AS A TOOL FOR DISCOURSIVE MULTICOMPETENCES DEVELOPMENT
DOI: 10.23951/1609-624X-2017-8-9-14
Nowadays language education is undergoing serious anthropocentric transformations. Teachers, who creatively process foreign experience, conduct a deep search for activity-oriented methodologies, including a maximum of interactive forms of instruction in the lesson. One of the most effective among them is theatricality. We view theatricality as a highly effective pedagogical resource that generates the communicative and discursive multicompetences, motivating students, fomenting their socialization and increasing the attractiveness for them of a foreign language lesson. Dramatizing practice implements pedagogical activity approach. Theatrical episode is a kind of public speaking, which develops various subspecies of human intellect. In theatre plays, everything is important: words, voice, speech tempo, timbre, pause, glance, gesture, movement, body language. It is very important working with gestures, obligatory in theatre situation, because traditional lesson blocks gestures’ aspect. The student learns to impress play-partners and feel this impact as some kind of a psychological victory over oneself. A specific contact with others on professional subjects occurs. Students see themselves forced to develop certain proper tactics contacting and influencing the others. It is very necessary in life and profession. Students learn to control mood and attitude among classmates, overcoming their fears; train spontaneity and ease in speech; acquire skill of public speaking and critical skills verbal interaction.
Keywords: competence approach, theatricality, dramatization, personal formation, pedagogical interaction, socialization, professional communication
References:
1. Konyakhina I. V. Kompetentnostnyy podkhod v vysshem professional’nom obrazovanii (teoreticheskiy aspekt) [Competence approach in higher professional education (theoretical-methodological aspects)]. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta – TSPU Bulletin, 2012, no. 11 (126), pp. 68–71 (in Russian).
2. Azbukina E. Yu. Ispol’zovanie elementov teatral’noj pedagogiki pri rabote s dezadaptirovannymi podrostkami [The use of theatrical pedagogics in work with maladjustable teenagers]. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta – TSPU Bulletin, 2010, no. 1 (91), pp. 70–74 (in Russian).
3. Orlova O. V., Titova V. N. Geymifikatsiya kak sposob organizatsii obucheniya [Gamification as a way of learning organization]. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta – TSPU Bulletin, 2015, no. 9 (162), pp. 60–64 (in Russian).
4. Utkina V. I., Polyakova N. V. Rol’ proektnoy deyatel’nosti v formirovanii professional’nykh kompetentsiy obuchayushchikhsya pedagogicheskogo vuza [Role of project activities in the formation of professional competences of students of pedagogical university]. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta – TSPU Bulletin, 2016, no. 4 (169), pp. 70–75 (in Russian).
5. Trovato G. Aspectos lúdicos en la didáctica de la mediación lingüística y cultural para estudiantes de español L2: el juego de rol como actividad para fomentar la competencia pluricultural y el aprendizaje cooperativo. Revista electrónica de didáctica del español lengua extranjera. 2015. No 27. URL: http://www.mecd.gob.es/dctm/redele/Material-RedEle/Revista/201527/2015-redele-27-6-giuseppe-trovato.pdf?documentId=0901e72b81ce2594 (accessed: 01.03.2017).
6. Leont’ev A. A. Psikhologiya obshcheniya [Psychology of communication]. Moscow, Smysl Publ., 1999. 365 p. (in Russian).
7. Aunión J. A. Solo se recuerda lo que se siente // El País. 12.10.2011. URL: http://elpais.com/diario/2011/10/12/ultima/1318370402_850215.html (accessed: 05.04.2017).
8. Sesmilo Pina A. Actividades afectivas para un aprendizaje más efectivo. URL: http://www.hispanorama.de/fileadmin/hispanorama/user_upload/documents/veranstaltungen2016/NeuroELE_Nuremberg.pdf (accessed: 05.04.2017).
9. Stanislavskiy K. S. Rech na pervom uroke uchenikam, sotrudnikam i akteram filial’nogo otdeleniya MHT [Speech at the first lesson to students, employees and actors at the branch of the Moscow Art Theatre]. Sobraniye sochineniy: v 9 t. [Collected works: in 9 vol.]. Moscow, Iskusstvo Publ., 1993 (in Russian).
10. Vartanova V. V. Formirovaniye avtonomnosti studentov v kontekste teatral’noy deyatel’nosti pri obuchenii inostrannomu yazyku [Formation of students’ autonomy in the context of the theatrical activity when learning a foreign language]. Al’manakh sovremennoy nauki i obrazovaniya – Almanac of modern science and education, 2008, no. 10 (17), part 1, pp. 38–39 (in Russian).
11. Oleshkevich N. A., Malkova N. Yu. Mimeticheskiye i performativnyye praktiki v realizatsii praktiko-orientirovannogo podkhoda v obuchenii [Mimetic and performative practice in implementation of practice-oriented approach in teaching]. Territoriya novykh vozmozhnostey – Territory of new opportunities, 2013, no. 4 (22), pp. 117–126 (in Russian).
12. Boquete G. El uso del juego dramático en la enseñanza de lenguas: las destrezas orales [The use of dramatic game in languages teaching: oral habits]. Thesis doctoral. Madrid. Universidad de Alcalá. 2011. 659 p. URL: https://www.educacion.gob.es/teseo/imprimirFicheroTesis.do?fichero=30865 (accessed: 01.03.2017).
13. Cómitre I., Valverde J. M. Desarrollo de la competencia oral de la L2 a través de actividades dramáticas [Development of oral competences in second language throught dramatical activities]. Ruiz R., Martínez M. A. Propuestas metodológicas para la enseñanza de las lenguas extranjeras. Texto dramático y representación teatral. Granada: Universidad de Granada, 1996. Pp. 171–180.
( 381.47 kB ) 
( 373.88 kB )
Issue: 8, 2017
Series of issue: Issue 8
Rubric: HUMANITIES EDUCATION
Pages: 9 — 14
Downloads: 250