{"title":"Process drama and foreign language learning: A case study of preservice teachers learning French","authors":"Carla Míguez-Álvarez","doi":"10.1111/flan.12785","DOIUrl":null,"url":null,"abstract":"<p>This study examines the usefulness of a Process Drama approach for supporting the development of linguistic and communication skills of preservice teachers learning French as a world language in an Early Childhood Education licensure program. Process Drama is an interactive approach to teaching language in which the teacher and students carry out a series of improvisations in the classroom, in which students perform in different types of situations while working on different subjects of the curriculum (Bowell & Heap, 2017; Glass et al., 2013) Through a pretest–posttest design and a qualitative analysis of a questionnaire, findings indicated that preservice teachers improved their pronunciation, intonation, fluency, and nonverbal language in the target language. In addition, they had positive perceptions regarding the experience and the gains they made. Finally, preservice teachers believed that this approach could be implemented with Early Childhood Education students.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"58 1","pages":"227-246"},"PeriodicalIF":1.5000,"publicationDate":"2024-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.12785","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Foreign Language Annals","FirstCategoryId":"98","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/flan.12785","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
This study examines the usefulness of a Process Drama approach for supporting the development of linguistic and communication skills of preservice teachers learning French as a world language in an Early Childhood Education licensure program. Process Drama is an interactive approach to teaching language in which the teacher and students carry out a series of improvisations in the classroom, in which students perform in different types of situations while working on different subjects of the curriculum (Bowell & Heap, 2017; Glass et al., 2013) Through a pretest–posttest design and a qualitative analysis of a questionnaire, findings indicated that preservice teachers improved their pronunciation, intonation, fluency, and nonverbal language in the target language. In addition, they had positive perceptions regarding the experience and the gains they made. Finally, preservice teachers believed that this approach could be implemented with Early Childhood Education students.
本研究考察了在幼儿教育执照项目中，过程戏剧方法在支持职前教师学习法语作为世界语言的语言和沟通技能发展方面的有用性。过程戏剧是一种互动的语言教学方法，教师和学生在课堂上进行一系列即兴表演，学生在不同的情境中表演，同时学习不同的课程主题(Bowell &；堆,2017;Glass et al., 2013)通过前测后测设计和问卷的定性分析，发现职前教师提高了目标语的语音、语调、流利度和非语言。此外，他们对自己的经历和收获有积极的看法。最后，职前教师认为该方法可以在幼儿教育学生中实施。
期刊介绍：
Dedicated to the advancement of language teaching and learning, Foreign Language Annals (FLA) seeks to serve the professional interests of classroom instructors, researchers, and administrators concerned with the learning and teaching of languages at all levels of instruction. The journal welcomes submissions of the highest quality that report empirical or theoretical research on language learning or teaching, that describe innovative and successful practice and methods, and/or that are relevant to the concerns and issues of the profession. FLA focuses primarily on language education for languages other than English.
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