Using Drama in Teaching Intonation

DOI

10.2991/ismge-19.2019.128How to use a DOI?

Keywords

foreign language education, drama, practicing intonation, creative environment

Abstract

The article is devoted to using drama for acquisition of intonation in English as a foreign language. In drama there is the predominance of sense over meaning, of sentence over word, and of context over sentence. Drama techniques can be used in teaching as a platform for language practice. Drama is effective for developing different students’ abilities, (sub-) skills and also learners’ awareness of strategies. It contributes to achieving good pronunciation and speech habits. Some drama techniques can be used in the lesson to establish good rapport with students. Drama activities can be beneficial for learners’ independence and responsibility and help to raise their motivation. Students have difficulty in imitating speech patterns, find it boring. Lack of creativity in the learning environment causes low motivation and initiative. Students’ intonation needs practising and drama is meant to encourage students and fully involve them in the practice.

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Valentina Tsybaneva
AU  - Anna Seredintseva
AU  - Oksana Maletina
PY  - 2019/07
DA  - 2019/07
TI  - Using Drama in Teaching Intonation
BT  - Proceedings of the 1st International Scientific Practical Conference "The Individual and Society in the Modern Geopolitical Environment" (ISMGE 2019)
PB  - Atlantis Press
SP  - 677
EP  - 682
SN  - 2352-5398
UR  - https://doi.org/10.2991/ismge-19.2019.128
DO  - 10.2991/ismge-19.2019.128
ID  - Tsybaneva2019/07
ER  -