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2023, vol. 18, br. 19, str. 11-32
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Dramska tehnika u nastavi engleskog kao stranog jezika
Drama technique in EFL teaching
Sažetak
Rezime: Razmatrajući tehniku drame kao prigodnu tehniku u nastavi engleskog kao stranog jezika, u ovom radu smo ispitivali i analizirali stavove nastavnika prema pomenutoj tehnici s ciljem da saznamo da li ispitanici dramsku tehniku smatraju korisnom u nastavi stranog jezika, kao i da li je primenjuju na časovima. Istraživanje je sprovedeno u Italiji tokom finala drugog međunarodnog takmičenja iz engleskog jezika Hippo, na specifičnom uzorku nastavnika engleskog jezika (N = 47) iz osam zemalja, čiji su učenici bili finalisti pomenutog takmičenja. Za prikupljanje podataka korišćen je namenski upitnik na engleskom jeziku koji se sastoji iz tri dela: 1) sociodemografski podaci o ispitanicima; 2) skala za merenje stavova prema dramskoj tehnici podeljena u dve subskale - jedna meri procenu prednosti dramske tehnike (sadrži šest tvrdnji), a druga procenu nedostataka (tri tvrdnje); i 3) procena primene dramskih aktivnosti u nastavi (jedna tvrdnja). Ispitanici su ocenjivali stepen slaganja sa svakom od tvrdnji na osnovu petostepene Likertove skale, od 1 - uopšte se ne slažem do 5 - potpuno se slažem. Rezultati analize ukazali su na to da nastavnici, mentori učenika koji su postigli izuzetan uspeh plasiravši se u finale međunarodnog takmičenja iz engleskog jezika, smatraju tehniku drame korisnom i primenjuju je u nastavi stranog jezika. Naime, postoji statistički značajna pozitivna korelacija između primene dramske tehnike u nastavi engleskog jezika i ocene prednosti ove tehnike (r = .49; p < .001), kao i opšteg stava prema dramskoj tehnici (r = .51; p < .001). Naše istraživanje može biti od koristi nastavnicima stranog jezika i ohrabriti ih da primenjuju dramsku tehniku u praksi kad God mogu, a sve u cilju efikasnijeg podučavanja i uspešnijeg savladavanja stranog jezika. U teorijskom smislu, istraživanje predstavlja doprinos metodici nastave stranog jezika i psihologiji učenja, te može biti od koristi budućim istraživačima u ovim oblastima.
Abstract
Summary: Considering the drama technique as appropriate in teaching English as a foreign language (EFL), in our paper, we have examined and analysed teachers' attitudes towards this technique. We wanted to find out if the respondents think that the drama technique is useful in teaching foreign languages and if they use it in their classrooms. The research was conducted in Italy during the finals of the second international competition in English - Hippo, on a specific sample of English teachers (N = 47) from eight countries whose students were finalists in the competition. A non-experimental descriptive method - survey, has been used. To collect data, we have constructed a questionnaire in English, which consists of three parts: 1) respondents' sociodemographic data; 2) a scale for measuring attitudes towards drama technique, divided into two subscales - one measures the assessment of drama technique advantages (contains six statements), and the other the assessment of its disadvantages (three statements); and 3) assessment of the use of drama activities in teaching (one statement). The respondents rated the degree of agreement with each of the statements based on a five-point Likert scale, from 1 - I strongly disagree to 5 - I strongly agree. The results analysis has indicated that the teachers, mentors of students who have achieved exceptional success placing in the finals of the international English language competition, consider the drama helpful technique and use it in EFL teaching. Namely, there is a statistically significant positive correlation between the use of drama technique in EFL teaching and the assessment of the advantages of this technique (r = .49; p <.001), as well as the general attitude towards drama technique (r = .51; p <.001). Our research can be useful to EFL teachers. It can encourage them to apply drama techniques in practice as much as possible, enhancing students' motivation to acquire a foreign language more successfully. Theoretically, our research contributes to the methodology of foreign language teaching and psychology of learning, since motivation is an important psychological factor in EFL learning and teaching. The paper can be helpful to future researchers in these fields.
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