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Direct linkSimona Floare Bora – Language Teaching Research, 2024
This article intends to add to the rising discussion related to the employment of authentic plays and drama within a high school compulsory curriculum for enhancing learners' foreign language (L2) oral skills. In particular, it examines the pedagogical use of authentic contemporary plays for developing learners' L2 oral production in terms of (1)…
Descriptors: Foreign Countries, Second Language Instruction, Second Language Learning, High School Seniors
Bora, Simona Floare – Research in Drama Education, 2022
This paper investigates the pedagogical use of authentic plays for developing learners' L2 oral skills, measured as global accuracy pronunciation accuracy, syntactic complexity and mean length of AS-units (MLAS). The study was conducted with final year high-school students (N = 10) in an Italian compulsory curriculum. A text-based approach (TBA)…
Descriptors: Drama Education, Second Language Learning, Accuracy, Language Fluency
Bora, Simona Floare – Innovation in Language Learning and Teaching, 2020
This article engages with learners' attitudes towards authentic plays and dramatic approaches, implemented in English as foreign language classes (L2) within a compulsory curriculum. The mixed-method approach study, which employs a quasi-experimental design, was conducted longitudinally with final-year high-school Italian students whose English…
Descriptors: Second Language Instruction, Second Language Learning, Comparative Analysis, English (Second Language)
Bora, Simona Floare – RELC Journal: A Journal of Language Teaching and Research, 2021
Helping second language (L2) learners to enhance their oral skills is vitally important, and pedagogical approaches are often seen as challenging when offering learners chances to successfully develop them. This article shares the experiences of a class of final-year high-school Italian learners (n =10) who learned English using theatre plays both…
Descriptors: Drama, Second Language Learning, Second Language Instruction, Student Attitudes
Download full textMaistrello, Veronica; Dalziel, Fiona Clare – Global Education Review, 2020
The aim of this article is to explore how drama activities can provide an opportunity for adult migrants to develop their competence in the language of the host community, in this case Italian, in a protected and anxiety-free space. Language anxiety has been classified as a specific feeling of apprehension due to the risks language learners may be…
Descriptors: Anxiety, Immigrants, Risk, Drama
Dalziel, Fiona; Piazzoli, Erika – Language Learning in Higher Education, 2018
In this paper, we present a study of adult asylum seekers learning Italian as a Second Language through Process Drama. Adopting an ecology of language approach, we first set the scene by examining some of the most salient issues regarding the language learning needs of asylum seekers and refugees, including the challenge of fostering both language…
Descriptors: Drama, Italian, Second Language Learning, Second Language Instruction
