The Challenges of Scenario-Based Teaching Using Drama Scripts

Document Type: Original Article

Author

Assistant Professor, Department of English Language and Literature, Faculty of Humanities and Social Sciences,Golestan University, Gorgan, Iran. Email: pourgharib_lit@yahoo.com

Abstract

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.

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