DC pole | Wartość | Język |
dc.contributor.author | Gałązka, Alicja | - |
dc.contributor.author | Trinder, Magdalena | - |
dc.date.accessioned | 2019-01-08T10:46:17Z | - |
dc.date.available | 2019-01-08T10:46:17Z | - |
dc.date.issued | 2018 | - |
dc.identifier.citation | The New Educational Review, Vol. 54, No. 4 (2018), s. 193-205 | pl_PL |
dc.identifier.issn | 1732-6729 | - |
dc.identifier.uri | http://hdl.handle.net/20.500.12128/7660 | - |
dc.description.abstract | We all learn best when we are in a state of rational and emotional balance, or
what is referred to as ‘flow’. We know that body and mind are linked physically,
cognitively and emotionally and teachers need to recognise and support the
integrated development of all the three areas within their teaching and to seek
safe and positive ways of doing so.
The emotional environment improves students’ self-awareness, motivation,
empathy, recognition of choices and leads to strong and supportive communities.
Drama provides a supportive forum for checking out that impact in
a distanced way, with the teacher there to mediate the experience, often from
within a role. Drama offers a stimulating and rich opportunity to discuss and
understand our own emotions, attitudes and beliefs through observing, empathising
with, feeling and exploring the emotions of characters both portrayed
and interacted with in a role. Drama provides a safe emotional context and
a sense of security for learners.
In the various fields of research into the factors influencing success in
Second Language Acquisition (SLA), trends accentuating the importance of
recognising the indicators of success based upon personality and psychology
have been ascribed great significance. In the paper, the results of a pilot study to
an ongoing research project will be presented. The main aim of the project is to
establish the influence of drama on the creation of a positive educational environment,
taking into consideration such variable factors as: feeling of security,
feeling of identity, sense of belonging, sense of purpose, feeling of competence,
and through this an improvement in language competence. The research is a theoretical-empirical investigation of a diagnostic-explanatory-verificatory
nature. Results will be presented from the perspective of both quantitative and
qualitative analysis. | pl_PL |
dc.language.iso | en | pl_PL |
dc.rights | Uznanie autorstwa-Użycie niekomercyjne 3.0 Polska | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc/3.0/pl/ | * |
dc.subject | positive environment | pl_PL |
dc.subject | Second Language Acquisition | pl_PL |
dc.subject | drama | pl_PL |
dc.title | Creating a ‘Positive Environment’ Through Drama in the EFL Classroom | pl_PL |
dc.type | info:eu-repo/semantics/article | pl_PL |
dc.relation.journal | The New Educational Review | pl_PL |
dc.identifier.doi | 10.15804/tner.2018.54.4.16 | - |
Pojawia się w kolekcji: | Artykuły (WNS)
|