promotion of speaking skills through drama technique

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promotion of spe.docx promotion of speaking skills through drama technique c o n t e n t s introduction…………………………………………………............... 5 chapter i. the theory of educational drama …………52 1.1. effective strategies and activities to develop language skills through educational drama techniques……………………………................... 2 1.2. advantages of role-play, simulation and hot seating in language education……………………………………………………………… 2 1.3. disadvantages and drawbacks of role-playing. ..…………………... chapter ii. educational drama as a communicative tool to expand language awareness and personal development ……………………………………………………………. 2.1. motivation of speaking skills through drama technique ………………. 2.2. teachers' competences, roles and responsibilities……………………… 2.3. the role of students……………………………………………………… conclusion ………………………………………………………………. references … introduction the actuality of the research. education in the republic of uzbekistan is one of the main and important issues which is in the attention of the authority. the president of the republic of uzbekistan shavkat mirziyoyev pays great attention to the education of the youth. education is considered …

ev. oliy ta’lim tizimini yanada rivojlantirish chora-tadbirlari to‘g‘risida o‘zbekiston respublikasi prezidentining qarori //xalq so’zi.- № 36 . 21.04.2017. ] huge tasks are set before teachers of english language; teachers became one of the main subjects of educational reforms. therefore, if a teacher is open to welcome new pedagogical innovations, he can provide goal-oriented introduction of innovative ideas into educational process. lately, range of significant official acts was issued on accelerating and developing the foreign languages teaching; they define the state policy towards teaching foreign languages.[footnoteref:2] [2: o’zbekiston respublikasi prezidentining “chet tillarni o’rganish tizimini yanada takomillashtirish choratadbirlari tugrisida”gi qarori (2012) «khalq suzi», 11.12.2012, 240 (5660)-son. ] this topic has not been fully investigated in our context. drama technique plays significant role in contemporary learning and teaching foreign languages as it improves students’ communicative competence. investigation of the theme: the problem is investigated by many linguistics and scientists (instructors). uzbek, russian and …

s; · to analyze the major results achieved in the studied field; · to prove the idea of importance of enhancing b1 autonomous study skills. the following methods of inquiry was used in research work: a critical analysis of contemporary literature on drama technique. the methodological ground of the research work consists of the theoretical issues and scientific articles of scientists and linguists in the sphere of linguistics, methodology, psychology, socio-linguistics etc. the research is founded on fundamental works of well-known scholars such as lim, wudong, zhou, stern, coleman, stinson, freebody, weist, mantero, donato, brooks and many others. theoretical significance of the research. analyzing different strategies of drama technique teachers and students choose appropriate ones to learn the language. practical significance of the research. the findings can be applied in practice at schools and universities scientific novelty and practical value. this study attempts to bridge the gap between asian and …

rama . 1.1. effective strategies and activities to develop language skills through educational drama techniques. learning language is a long way, it is a hard process and it demands effort and patience. in most cases even when learners have enough vocabulary or grammar base, there are some barriers which are difficult to overcome. different problems may detract learners from speaking or simply saying from expressing their thoughts. firstly, it may occur due to the learners’ shyness or lack of self- confidence. as we know learning to speak a new language involves errors and some uncomfortable situations. learners do not want to appear foolish in public, especially in communicative classes where errors like mispronounce, misuse a word or fail to understand something that somebody said are inevitable. another problem is reluctance or lack of motivation. in teaching a foreign language it is necessary to think over the motives which make learners …

her words, it should develop comprehension before making the student speak. although studies indicate some language learners undergo a "silent period"[footnoteref:6] draw attention to it as a natural part of second/foreign language acquisition and may be beneficial to the language learning process. ellis,[footnoteref:7] highlight the disagreement regarding the contribution that the silent period makes to language learning. in general, student participation includes many forms of student actions such as speaking. wagner-gough and hatch say[footnoteref:8] that the conversational interaction represents the basis for the development of syntax, and is not just for practice. in addition, swain suggests that learners need the opportunity for meaningful use of their linguistic resources to achieve native-speaker levels of grammatical accuracy. [5: harmer, jeremy (1982) "what is communicative?" elt journal 36:3, pp.164-168] [6: harmer, jeremy (1982) "what is communicative?" elt journal 36:3, pp.164-168] [7: ellis, rid, 1982. informal and formal approaches to communicative language teaching. elt …

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promotion of spe.docx promotion of speaking skills through drama technique c o n t e n t s introduction…………………………………………………............... 5 chapter i. the theory of educational drama …………52 1.1. effective strategies and activities to develop language skills through educational drama techniques……………………………................... 2 1.2. advantages of role-play, simulation and hot seating in language education……………………………………………………………… 2 1.3. disadvantages and drawbacks of role-playing. ..…………………... chapter ii. educational drama as a communicative tool to expand language awareness and personal development ……………………………………………………………. 2.1. motivation of speaking skills through drama technique ………………. 2.2. teachers' competences, roles and responsibilities……………………… 2.3. the role of students…………………………………………...

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