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T-Space at The University of Toronto Libraries >
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Master >

Please use this identifier to cite or link to this item: http://hdl.handle.net/1807/32210

Title: Acting and Second Language Pragmatics: Pedagogical Intersections
Authors: Babayants, Artem
Advisor: Kerekes, Julie
Department: Curriculum, Teaching and Learning
Keywords: drama
second language
education
L2
acting
performance
pedagogy
case study
sociolinguistics
pragmatics
pragmatic competence
sociolinguistic competence
intonation
theatre
foreign language
musical
adult education
second language education
Issue Date: 20-Mar-2012
Abstract: The study sheds light on the interrelations between interlanguage pragmatics and the use of a popular acting method, the Stanislavsky System, for second language (L2) acquisition. The theoretical investigation explores various uses of acting in second language education. The empirical enquiry represents an exploratory case-study of two adult EFL learners attending a theatre course in English. Through teacher journals, interviews, and the analysis of the students’ pragmatic performance as captured by a video camera, the researcher hypothesizes that the pragmatic development of the students involved in drama comes from three main sources: the script, the acting exercises, and the necessity to communicate in English during the theatre course. In all three cases, the zone of proximal development in relation to pragmatic competence emerged as a result of a teacher-generated impetus to use L2, numerous opportunities for imitation and repetition, continuous peer-support, and the collaborative spirit created in the classroom.
URI: http://hdl.handle.net/1807/32210
Appears in Collections:Master

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