Film scenes and role-playing: Potentials and empirical findings on the use of audio-visual texts in foreign language teaching

Katharina Delius

doi:10.33178/scenario.17.1.2

Authors

Katharina Delius Georg-August-Universität Göttingen

DOI:

https://doi.org/10.33178/scenario.17.1.2

Keywords:

Role-Plays, Genre Approach, Design-Based Research, Empirical Classroom Research, Drama-Based Approach, Film Scenes

Abstract

Role-plays are a popular task format in foreign language teaching, among other things to promote speaking. Teachers often assume that their learners have already acquired ideas about the scene to be portrayed or that they can draw on knowledge from their first language. However, this is not always the case. To successfully perform a role-play and thus an interaction, learners need knowledge about the underlying generic characteristics, such as the structure or the verbal, but also non-verbal design of the scene. Referring to a process model for learning social interaction situations (Hallet, 2015), this paper argues for the use of film scenes to model different kinds of interactions and prepare learners for role-playing activities. After a presentation of the theoretical framework, selected results from a design-based research study, which focussed on promoting speaking in two Year 6 English classes (a total of 52 learners aged 11-12 on a pre-mediate level) via a synthesis of genre- and drama-based approach, are presented.

References

Burns, A., Joyce, H., & Gollin, S. (1996). ‘I see what you mean’. National Centre for English Language Teaching and Research.

Campanella, M., & Penuel, W. R. (2021). Design-based research in educational settings. Motivations, crosscutting features, and considerations for design. In Z. A. Philippakos, E. Howell, & A. Pellegrino (Eds.), Design-based research in education: Theory and applications (pp. 3-22). The Guilford Press.

Delius, K. (2020). Förderung der Sprechkompetenz durch Synthese von generischem Lernen und Dramapädagogik. Eine Design-Based Research-Studie im Englischunterricht. Metzler. https://doi.org/10.1007/978-3-662-62738-9

Delius, K. (2023, submitted). Implementing an innovation to foster oracy – On the research-practice cooperation in a design-based research study in foreign language teaching. In P. Siepmann, J. Reckermann & F. Matz (Eds.), Oracy in foreign language education: Perspectives from practice-oriented research. Springer.

Feez, S. (2002). Heritage and innovation in second lanuage education. In A. M. Johns (Ed.), Genre in the classroom. Multiple perspectives (pp. 43-69). Lawrence Erlbaum Associates.

Feierabend, S., Rathgeb, T., Kheredmand, H., & Glöckner, S. (2022). JIM-Studie 2022: Jugend, Information, Medien: Basisuntersuchung zum Medienumgang 12- bis 19-Jähriger. Medienpädagogischer Forschungsverbund Südwest.

Fischer-Lichte, E. (1998). Inszenierung und Theatralität. In H. Willelms & M. Jurga (Eds.), Inszenierungsgesellschaft (pp. 81-90). Westdeutscher Verlag. https://doi.org/10.1007/978-3-322-89797-8_3

Goffmann, E. (1956). The presentation of self in everday life. University of Edingburgh.

Grant, L., & Starks, D. (2008). Screening appropriate teaching materials Closings from textbooks and television soap operas. IRAL - International Review of Applied Linguistics in Language Teaching, 39(1), 39-50. https://doi.org/10.1515/iral.39.1.39

Hallet, W. (2009). Available Design. Kulturelles Handeln, Diskurstüchtigkeit und generisches Lernen im Englischunterricht. In D. Abendroth-Timmer, C. Lütge, D. Elsner, & B. Viebrock (Eds.), Handlungsorientierung im Fokus: Impulse und Perspektiven für den Fremdsprachenunterricht im 21. Jahrhundert (pp. 117-142). Lang.

Hallet, W. (2010). Performative Kompetenz und Fremdsprachenunterricht. Scenario, 4(1), 4-17. https://doi.org/10.33178/scenario.4.1.2

Hallet, W. (2015). Die Performativität und Theatralität des Alltagshandelns: Performative Kompetenz und Kulturelles Lernen. In W. Hallet & C. Surkamp (Eds.), Dramendidaktik und Dramapädagogik im Fremdsprachenunterricht (pp. 51-68). WVT Wiss. Verl. Trier.

Hallet, W. (2016). Genres im fremdsprachlichen und bilingualen Unterricht. Kallmeyer.

Henseler, R., & Möller, S. (2017). Previously On. Mit TV-Serien narrative Kompetenz und Spracherwerb fördern. Der Fremdsprachliche Unterricht Englisch, 145, 2-8.

Henseler, R., Möller, S., & Surkamp, C. (2011). Filme im Englischunterricht: Grundlagen, Methoden, Genres (1st ed.). Kallmeyer.

Hyland, K. (2004). Genre and second language writing. The University of Michigan Press. https://doi.org/10.3998/mpub.23927

Jäger, A. (2011). Kultur szenisch erfahren: Interkulturelles Lernen mit Jugendliteratur und szenischen Aufgaben im Fremdsprachenunterricht. Lang.

Jennings, S. (2010). Creative drama in groupwork (2nd ed.). Routledge.

Kay, H., & Dudley-Evans, T. (1998). Genre: What teachers think. ELT Journal, 52(4), 308-314. https://doi.org/10.1093/elt/52.4.308

Klippel, F., & Doff, S. (2009). Englischdidaktik: Praxishandbuch für die Sekundarstufe I und II (2nd ed.). Cornelsen Scriptor.

Kurtz, J. (2015). Fostering and building upon oral creativity in the EFL classroom. In A. Maley & N. Peachey (Eds.), Creativity in the English language classroom (pp. 73-83). British Council.

Latzel, F. (2022). Testing the transferability of design principles: Design, implementation and reflection of a teaching unit to promote speaking in the EFL classroom. Universität Osnabrück.

Lütge, C. (2007). ‘And lose the name of action’? Überlegungen zur Schüleraktivierung mit Drama und Film im Shakespeare-Unterricht. Scenario, 1(1), 126-141. https://doi.org/10.33178/scenario.1.1.7

Mead, G. H. (1934). Mind, self & society. Univ. of Chicago Press.

Nelson, E. M. (2011). Lola ReRuns in the classroom: Dramatic improvisations on the film Run Lola Run for intermediate German instruction. Scenario, 5(2), 90-103. https://doi.org/10.33178/scenario.5.2.7

Park, R. E. (1950). Race and culture. Free Press.

Rademacher, J. (2014). English G access 2. Cornelsen.

Read, C. (2012). Seven pillars of creativity in primary ELT. In A. Maley & N. Peachey (Eds.), Creativity in the English language classroom (pp. 29-36). British Council.

Reinmann, G. (2005). Innovation ohne Forschung? Ein Plädoyer für den Design-Based Research-Ansatz in der Lehr-Lernforschung. Unterrichtswissenschaft, 33(1), 52-69.

Reinmann, G. (2020). Outline of a holistic design-based research model for higher education. EDeR. Educational Design Research, 4(2), 1-16. https://doi.org/10.15460/eder.4.2.1554

Sambanis, M. (2016). Dramapädagogik im Fremdsprachenunterricht—Überlegungen aus didaktischer und neurowissenschaftlicher Sicht. In S. Even & M. Schewe (Eds.), Performatives Lehren Lernen Forschen – Performative Teaching Learning Research (pp. 47-65). Schibri-Verlag.

Sievers, U. (2022). Inviting performance into the English foreign language classroom. Scenario, 16(1), 124-132. https://doi.org/10.33178/scenario.16.1.9

Storey, J. (2014). From popular culture to everyday life. Routledge. https://doi.org/10.4324/9780203077023

Thornbury, S. (2005). How to teach speaking. Longman.

Tselikas, E. I. (1999). Dramapädagogik im Sprachunterricht. Orell Fuessli.

Van den Akker, J. (1999). Principles and methods of development research. In J. Van den Akker, R. Branch, K. Gutsafson, N. Nieveen, & T. Plomp (Eds.), Design approaches and tools in education and training (pp. 1-14). Kluwer Academic Publishers.

Washburn, G. N. (2001). Using Situation Comedies for Pragmatic Language Teaching and Learning. TESOL Journal, Winter, 21-26.