초록 열기/닫기 버튼
This paper tries to show that process drama as a useful language activity to understand English expression and culture can be a possible method in English literature and language classroom at college level. Kenneth Burke’s dramatism should be a useful and important theoretical base for drama activity. William Shakespeare’s play, Romeo and Juliet is used as a major story structure to perform process drama activity in the college classroom. In the EFL pedagogy in recent years the focus of language learning has moved from teacher-centered lecture to students-centered activity like reading literary works. Process drama then can be a pivot method for student-centered class. It would be noticeable that process drama has some advantages in combining the important elements of linguistic fluency, cultural appropriateness, emotional involvement, active, physical participation, and the language class. Using process drama is also challenging for both language learners and teacher, because process drama activity is different from those of other dramas. In language classrooms using process drama, students could utilize what they learn, such as vocabulary, grammar, or nonverbal cues, to describe or act with the events they have seen or heard. When both professor and students participate enthusiastically in the process drama activities, this drama method could have a great effectiveness in the EFL environment.
키워드열기/닫기 버튼
Process drama, Kenneth Burke, Dramatism, Romeo and Juliet, EFL Pedagogy
