Seminar paper from the year 2017 in the subject French - Pedagogy, Didactics, Literature Studies, grade: 62, University of Birmingham, course: PGDipEd Secondary (QTS) French, language: English, abstract: Drama pedagogy is a highly promising approach to modern language teaching, which moves drama from its traditionally extra-curricular status to a key teaching and learning tool. Authentic communication is often mentioned as a goal of drama pedagogy; the teacher wants to create a context for speech that simulates actual communication rather than the isolated or contrived sentences and dialogue often found in textbooks. This paper aims to find out what effect the use of drama can have on learners’ speaking confidence, spontaneity, and fluency. Different literature on the subject is consulted and several approaches are considered, such as a speed dating activity with no preparation to simulate an authentic conversation; a role-play scripted by the pupils; and a pair conversation, with ‘character cards’ to give pupils an idea in English what they could say, and questions on the slide. These methods are implemented over three lessons with a class of 20 year ten pupils. Different tools to collect data were used for analysis, such as a questionnaire and observation notes from the class teacher, to answer the question, in how far the use of drama can be profitable in modern language teaching. The paper includes the used working material for French lessons and an evaluation.
